Sourcing Mathematical Meaning as a Dialogic Process: Meaning-Focused and Language-Focused Repairs

Autor/in	Barwell, Richard
Titel	Sourcing Mathematical Meaning as a Dialogic Process: Meaning-Focused and Language-Focused Repairs
Quelle	In: ZDM: Mathematics Education, 55 (2023) 3, S.535-550 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-023-01467-6
Schlagwörter	Mathematics Instruction; Elementary School Students; English (Second Language); Second Language Learning; Classroom Communication; Error Correction; Visual Aids; Vocabulary Skills; Nonverbal Communication; Discourse Analysis; Semantics; Classroom Techniques; Teaching Methods; Classification; Geometric Concepts + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Klassengespräch; Korrektur; Anschauungsmaterial; Aktiver Wortschatz; Non-verbal communication; Nonverbale Kommunikation; Diskursanalyse; Semantik; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Elementare Geometrie
Abstract	I report the results of an analysis of an episode of elementary school second language mathematics classroom talk focused on the classification of geometric forms, drawing on a dialogic, sources of meaning perspective. The episode was selected because participants make use of a variety of features of language, including vocabulary, gestures and diagrams. The analysis drew on methods and principles from conversation analysis and revealed that interactional repair was a key feature in the organisation of the episode. Repair sequences are stretches of interaction in which participants deal with explicitly signalled 'trouble' in participants' working assumption of shared understanding. The results include a distinction between meaning-focused and language-focused repair, with some repair sequences embedded within others. This layered organisation is important in the emergence of meaning for participants' utterances and mediates the tension between centripetal and centrifugal language forces. The findings highlight the complexity of mathematics classroom interaction and suggest possibilities for the careful management of focusing on language and on mathematical meaning in classroom interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01