A Teacher’s Use of Revoicing in Mathematical Discussions
This study explores how a teacher’s use of revoicing promotes students’ mathematical thinking and, more generally, mathematical learning opportunities. We analyzed four lessons where 12-year-old students solved geometry problems. We identified episodes that illustrate how the teacher’s actions supported students’ explanations during mathematical discussions. In this chapter we show two examples, from one of the lessons, where the teacher’s use of revoicing created spaces where students strengthened their understanding of the concept of distance between two points and its relation with the Pythagorean Theorem. Our theoretical approach to revoicing leads us to distinguish and examine three dimensions: linguistic, discursive and mathematical. The integrated view of such dimensions serves to find emergent relationships among talk, classroom discourse, and learning opportunities.
KeywordsRevoicing Mathematical discussions Teachers’ discourse Linguistic form Discursive function
This investigation is developed in the context of the Programa de Doctorat en Educació de la Universitat Autònoma de Barcelona, of which the first author is a student. We thank the school, the students and the teacher. Our funding comes from Project EDU2015-65378-P and Grants FPI BES-2013-063859 and EEBB-I-15-10216, Spain, and GIPEAM 2014 SGR 972, Catalonia.
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