Claims and demonstrations of understanding in whole class interactions

Jenni Ingram (1) , Nick Andrews (1)

1 University of Oxford

One aim of teaching mathematics is to develop students’ understanding of mathematics. In this paper we examine how teachers and students do understanding in interaction, and how this understanding is handled interactively during whole class interactions. Taking a Conversation Analytic approach, we look at interactions between teachers and students where there is claim of understanding and where there is a demonstration of understanding. We show how these two situations are handled differently, by the teacher and the students, with only the latter situation being concerned with students’ understanding.

Mots clés: Conversation Analysis; classroom interaction; understanding

Domaines: Mathématiques [math]; Education

Jenni Ingram, Nick Andrews. Claims and demonstrations of understanding in whole class interactions. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02435320⟩