Mathematics teacher knowledge-in-interaction: a discursive psychology approach

Conference item

Mathematics teacher knowledge has been researched from a wide variety of perspectives and using a variety of methods. In this paper the focus is on knowledge-in-interaction and how teacher knowledge can be examined through teachers' interactions with students, in the moment. Using a discursive psychology approach transcripts of whole class interactions are examined to reveal how we can consider teacher knowledge through looking at how the teacher designs their turns in response to what their students say. This enables not only an insight to the teacher’s knowledge-in-interaction but also how this knowledge is used in guiding the students’ mathematical activity.

Authors: Ingram, J

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: International Group for the Psychology of Mathematics Education
• Host title: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education
• Publication date: 2016-08-06
• Acceptance date: 2016-04-13
• Event location: Szeged, Hungary