Centripetal and centrifugal forces in teacher-class dialogues in inquiry-based mathematics

Ingólfur Gíslason (1)

1 University of Iceland [Reykjavik]

In this report I examine classroom dialogue in the practice of a teacher who is explicitly committed to a dialogical, inquiry-based approach to teaching mathematics. Of primary interest are the ways in which the dialogues on the mathematical tasks are in continual tension, alternately being pulled towards and pushed away from a proper mathematical discourse, as seen from my perspective as a mathematics educator and an observer of the lessons in the classroom.

Mots clés: Classroom communication; discourse analysis; inquiry-based learning; dialogism

Domaines: Mathématiques [math]; Education

Ingólfur Gíslason. Centripetal and centrifugal forces in teacher-class dialogues in inquiry-based mathematics. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02435309⟩