Conference item
What it means to do mathematics: The discursive construction of identities in the mathematics classroom
- Abstract:
- This paper explores how teachers and students discursively construct mathematical activity as they interact in mathematics classrooms, and the consequences these have on the identities of mathematics teachers and mathematics students. Using a conversation analytic approach we examine how these identities are discursively constituted through the social actions that are performed in the interaction. We offer two contrasting examples that both involve students calculating values using known procedures, but where the identities of mathematics teacher or student are constructed differently.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
Actions
Authors
- Publisher:
- PME
- Host title:
- Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education
- Journal:
- Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education More from this journal
- Volume:
- 2
- Pages:
- 392-399
- Publication date:
- 2019-07-07
- Acceptance date:
- 2019-04-13
- Event location:
- University of Pretoria, South Africa
- ISBN:
- 9780639821528
- Keywords:
- Pubs id:
-
pubs:1059812
- UUID:
-
uuid:bd7dad31-2a58-4768-9efd-fd15a6f77f7c
- Local pid:
-
pubs:1059812
- Source identifiers:
-
1059812
- Deposit date:
-
2019-10-03
Terms of use
- Copyright date:
- 2019
- Notes:
- This paper was presented at the 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education held in Pretoria, South Africa from 7-12 July 2019.
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