Cultural variations in the quality and quantity of students’ opportunities to participate in classroom discourse

Conference item

Opportunities for students to share their thinking in mathematics lessons has been a focus of mathematics education research for many years. There is now substantial evidence of the benefits to students’ learning from participating in discussions around mathematics as well as a growing body of research focusing on what teachers can do to support students in sharing their thinking in meaningful ways. The evidence around the cultural and normative influences on students’ opportunities to participate is more limited. In this paper, results from an international video study of mathematics teaching involving eight countries are shared, focusing on what we can learn about variations in students’ opportunities to participate in classroom discourse.

Authors: Ingram, J

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: University of Haifa
• Host title: Proceeding of the 46th Conference of the International Group for the Psychology of Mathematics Education
• Volume: 3
• Pages: 99-106
• Place of publication: Haifa, Israel
• Publication date: 2023-07-16
• Acceptance date: 2023-03-30
• Event title: 46th Conference of the International Group for the Psychology of Mathematics Education
• Event location: Haifa, Israel
• Event website: https://pme46.edu.haifa.ac.il/
• Event start date: 2023-07-16
• Event end date: 2023-07-21
• EISSN: 2790-3648
• ISSN: 0771-100X
• ISBN: 9789659311231
• Language: English