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Changing teachers’ practices through exploratory talk in mathematics: A discursive pedagogical perspective
Citation
Murphy, C, Changing teachers' practices through exploratory talk in mathematics: A discursive pedagogical perspective, The Australian Journal of Teacher Education, 40, (5) pp. 61-84. ISSN 1835-517X (2015) [Refereed Article]
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Copyright Statement
Copyright 2015 ECU
DOI: doi:10.14221/ajte.2015v40n5.4
Abstract
This paper presents data collected as part of an intervention research project to develop exploratory talk and collaborative group work with six and seven year-old students in mathematics. A discursive approach was used to analyse and interpret variations in the way that three casestudy teachers, involved in the project, managed the group work and
developed the students’ talk. Analysis suggested that the intervention required, not just a change in practice, also but a shift in ideologies for these teachers. Ideologies are seen as discourses that legitimate and maintain a social pattern, and the paper explores how a research-based intervention can create conflicts between researchers’ and teachers’
ideologies.
Item Details
Item Type: | Refereed Article |
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Keywords: | mathematics pedagogy, discussion, collaboration, group work |
Research Division: | Education |
Research Group: | Curriculum and pedagogy |
Research Field: | Mathematics and numeracy curriculum and pedagogy |
Objective Division: | Education and Training |
Objective Group: | Learner and learning |
Objective Field: | Learner and learning not elsewhere classified |
UTAS Author: | Murphy, C (Dr Carol Murphy) |
ID Code: | 121583 |
Year Published: | 2015 |
Deposited By: | Education |
Deposited On: | 2017-10-04 |
Last Modified: | 2017-11-09 |
Downloads: | 0 |
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