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Changing teachersí practices through exploratory talk in mathematics: A discursive pedagogical perspective


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 2015 ECU

DOI: doi:10.14221/ajte.2015v40n5.4


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 studentsí 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 researchersí and teachersí ideologies.

Item Details

Item Type:Refereed Article
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

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