Implicit and explicit processes of establishing explaining practices-Ambivalent learning opportunities in classroom discourse

Kirstin Erath (1)

1 TU - Technische Universität Dortmund [Dortmund]

Participation in mathematical practices is widely accepted as important for students' meaningful learning of mathematics. But how do students learn to adequately participate in these practices? This paper addresses the question for the specific case of oral explaining practices in whole class discussions. The study is theoretically based on merging an interactionist and an epistemological perspective to describe explaining practices as interactive processes in a classroom microculture while simultaneously keeping in mind the development of the broached mathematical content. The identified implicit and explicit processes of establishing explaining practices are exemplified and discussed with respect to ambivalences in the differing learning opportunities they offer.

Mots clés: Explaining practices; student participation; discourse; interaction; implicitness

Domaines: Mathématiques [math]; Sciences de l'Homme et Société

Kirstin Erath. Implicit and explicit processes of establishing explaining practices-Ambivalent learning opportunities in classroom discourse. CERME 10, Feb 2017, Dublin, Ireland. ⟨hal-01937162⟩