The relationality in/of teacher–student communication

Show simple item record Maheux, Jean-Francois en Roth, W-M en 2017-07-19T22:37:09Z en 2014-09 en
dc.identifier.citation Mathematics Education Research Journal 26(3):503-529 Sep 2014 en
dc.identifier.issn 1033-2170 en
dc.identifier.uri en
dc.description.abstract In mathematics education, student–teacher communication is recognized to constitute an important dimension in/of mathematical learning. Significant effort has been made in recent decades to depart from a focus on the individual in which teachers and student simply use communication to express, to and for others, their private knowledge or thinking. In this paper, we continue this departure taking as a starting point the observation that (mathematical) communication is possible only when there is a relation with others: Communication is the relation with others. That is, we present a way of thinking about student–teacher communication in which geometrical being-in-the-know is conversationally produced. Using fragments of elementary classroom conversations involving three-dimensional geometry as a tool to flesh out this theoretical study, we illustrate (a) how being-in-the-know-with can be recognized in asking and responding to questions involving mathematical concepts and (b) how conversations are then the fine-tuning of being-in-the-know relations in which mathematical ideas can come forth even in those instances where not-being-in-the-know is asserted. en
dc.publisher Mathematics Education Research Group of Australasia en
dc.relation.ispartofseries Mathematics Education Research Journal en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.title The relationality in/of teacher–student communication en
dc.type Journal Article en
dc.identifier.doi 10.1007/s13394-013-0096-1 en
pubs.issue 3 en
pubs.begin-page 503 en
pubs.volume 26 en
dc.rights.holder Copyright: Mathematics Education Research Group of Australasia en
pubs.end-page 529 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 624067 en
dc.identifier.eissn 2211-050X en
pubs.record-created-at-source-date 2017-07-20 en 2014-01-14 en

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