Claims and demonstrations of understanding in whole class interactions

Conference item

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.

Authors: Ingram, J; Andrews, N

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Freudenthal Group
• Host title: Eleventh Congress of the European Society for Research in Mathematics Education
• Journal: Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)
• Volume: TWG09
• Issue: 16
• Series: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)
• Publication date: 2020-01-10
• Acceptance date: 2018-12-01
• Keywords: understanding; conversation analysis; classroom interaction