Intercorporeality and ethical commitment: an activity perspective on classroom interaction

Radford, Luis; Roth, Wolff‐Michael

doi:10.1007/s10649-010-9282-1

Cited by 76 publications

(57 citation statements)

References 18 publications

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“…Inspired by Radford and Roth (2011), this paper adopts a socio-cultural approach to classroom interaction, focusing on the forms of knowing that emerge when teacher and pupils engage in joint activity. This activity perspective is an ''alternative to contemporary constructivist conceptions of classroom interaction'' (Radford and Roth 2011, p. 227).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In order to capture the mutual relations and interactions between the components of the didactic triangle, the analyses of classroom dialogues below will focus on two central socio-cultural concepts presented by Radford and Roth (2011). The space of joint action draws on the idea of capturing the collective dimensions of thought and feeling in teacherstudent interaction.…”

Section: Multimodality and The Role Of Gestures In The Classroomsmentioning

confidence: 99%

“…However, I argue for the fact that the three boys' utterances are not made up of three different and juxtaposed individual perspectives. The dialogue illustrates a collective activity and the participation of the boys creates a space of joint action (Radford and Roth 2011). Indicators for this joint action can be seen from the dialogue since the three boys are attuned to each other's perspective; they are acting together for the benefit of solving the task.…”

Section: Gestures and Speech From The Dialogue Of The Three Boysmentioning

confidence: 99%

“…Researchers in the field of mathematics education have recently focused on various semiotic resources utilised within classrooms when students have been working on mathematical problems related to functions Radford 2009) and when the students and the teacher explore the first terms of the odd number sequence (Radford and Roth 2011) in a Grade 2 classroom.…”

mentioning

confidence: 99%

“…1) illustrates that mathematical teaching-learning processes are not separate (Steinbring 2005). In order to capture the collective thinking from joint activity in the interactions from class-room dialogues with Agnes and her pupils, the analyses of the four extracts apply the two socio-cultural concepts space of joint action and togethering presented by Radford and Roth (2011). All the analytical constructs introduced in this paragraph will be explained below.…”

mentioning

confidence: 99%

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The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasoning

Bjuland

2012

ZDM Mathematics Education

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The mediating role of a teacher's use of semiotic resources in pupils' early algebraic reasoning Raymond Bjuland AbstractThis paper focuses on the semiotic resources used by an experienced sixth-grade teacher when her pupils are working on a mathematical task involving written text and the two inscriptions of figure and diagram. Socio-cultural analytical constructs such as semiotic bundle, space of joint action and togethering are applied in order to enable and frame the collective activity of the teacher and pupils. Four extracts from different situations in the classroom illustrate the important role of both teacher gestures and pupil gestures, interacting with other modalities such as speech and inscription, in the process of making sense of pupils' appropriation of coordinating two dimensions in a diagram. It is argued that the nature of the mathematical task is an important entry point into early algebraic reasoning. The study emphasises the mediating role of the dynamics of semiotic bundles produced in teacher-pupil dialogues as a promising way to address the fundamental relationships between mathematics, pupil and teacher in a classroom context in order to provoke pupil involvement and engagement when experiencing mathematics.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Multimodality and The Role Of Gestures In The Classroomsmentioning

confidence: 99%

Section: Gestures and Speech From The Dialogue Of The Three Boysmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasoning

Bjuland

2012

ZDM Mathematics Education

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Values and Valuing in Mathematics Education

2019

ICME-13 Monographs

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Democratic Actions in School Mathematics and the Dilemma of Conflicting Values

Andersson

Österling

2019

Values and Valuing in Mathematics Education

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This chapter reports and problematizes relationships between the expected democratic actions as part of the politically expected democratically inclusion of students' wishes and concerns; and students' valuing of mathematical activities in mathematics classrooms, departing from the Swedish results from a large-scale quantitative cross-cultural survey. We asked what are the conflicts between most valued activities by Swedish students and the valuing of democratic actions. The quantitative study showed that students value "knowing the times tables" and "teachers' explanations" and "correctness" over explorative, communicational and collaborative activities. We discuss the cultural and historical reasons behind these results and argue that we must understand the valuing of times tables or teachers' explanations as an expression of enculturated and therefore culturally valued actions in mathematics classrooms, where this enculturation takes place not only in school, but in conversations with parents, grandparents, in media and in children's books. We also argue that the conflict between the political expectations of democratic participation and actions, and the invitation to students to influence teaching on the one hand, and on the other hand students use of this influence through valuing teacher explaining, mastering times tables and understanding why the answer is incorrect, rather conserve a mathematics teaching organised around values as objectism and control than through openness and rationalism.

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Intercorporeality and ethical commitment: an activity perspective on classroom interaction

Cited by 76 publications

References 18 publications

The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasoning

The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasoning

Values and Valuing in Mathematics Education

Democratic Actions in School Mathematics and the Dilemma of Conflicting Values

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