posted on 2006-01-01, 00:00authored byT Wood, Gaynor Williams, B McNeal
The relationship between normative patterns of social interaction and children's mathematical thinking was investigated in 5 classes (4 reform and 1 conventional) of 7- to 8-year-olds. In earlier studies, lessons from these classes had been analyzed for the nature of interaction broadly defined; the results indicated the existence of 4 types of classroom cultures (conventional textbook, conventional problem solving, strategy reporting, and inquiry/argument). In the current study, 42 lessons from this data resource were analyzed for children's mathematical thinking as verbalized in class discussions and for interaction patterns. These analyses were then combined to explore the relationship between interaction types and expressed mathematical thinking. The results suggest that increased complexity in children's expressed mathematical thinking was closely related to the types of interaction patterns that differentiated class discussions among the 4 classroom cultures.
History
Journal
Journal for research in mathematics education
Volume
37
Pagination
222 - 252
Location
Reston, Va.
Open access
Yes
ISSN
0021-8251
eISSN
1945-2306
Language
eng
Notes
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