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Spoken mathematics as a distinguishing characteristics of mathematics classrooms in different countries

Clarke, David and Xu, Lihua 2010, Spoken mathematics as a distinguishing characteristics of mathematics classrooms in different countries, in CERME 6 : Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education 2009, Institut National de la Recherche Pedagogique (INRP), Lyon, France, pp. 2463-2472.

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Title Spoken mathematics as a distinguishing characteristics of mathematics classrooms in different countries
Author(s) Clarke, David
Xu, Lihua
Conference name European Society for Research in Mathematics Education Congress (6th : 2009 : Lyon, France)
Conference location Lyon, France
Conference dates 28 Jan.-1 Feb. 2009
Title of proceedings CERME 6 : Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education 2009
Editor(s) Durand-Guerrier, Viviane
Soury-Lavergne, Sophie
Arzarello, Ferdinando
Publication date 2010
Conference series European Society for Research in Mathematics Education Congress
Start page 2463
End page 2472
Total pages 10
Publisher Institut National de la Recherche Pedagogique (INRP)
Place of publication Lyon, France
Keyword(s) spoken mathematics
classroom research
international comparison
Summary This paper reports research into the occurrence of spoken mathematics in some well-taught classrooms in Australia, China (both Shanghai and Hong Kong), Japan, Korea and the USA. The analysis distinguished one classroom from another on the basis of public “oral interactivity” (the number of utterances in whole class and teacher-student interactions in each lesson) and “mathematical orality” (the frequency of occurrence of key mathematical terms in each lesson). Our concern in this analysis was to document the opportunity provided to students for the oral articulation of the relatively sophisticated mathematical terms that formed the conceptual content of the lesson. Classrooms characterized by high public oral interactivity were not necessarily sites of high mathematical orality. The contribution of student-student conversations also varied significantly. Of particular interest are the different learning theories implicit in the role accorded to spoken mathematics in each classroom.
ISBN 9782734211907
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2010, Institut National de la Recherche Pedagogique (INRP)
Persistent URL http://hdl.handle.net/10536/DRO/DU:30062134

Document type: Conference Paper
Collection: School of Education
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