Australian Journal of Teacher Education
Article Title
DOI
10.14221/ajte.2015v40n5.4
Abstract
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 case-study 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.
Recommended Citation
Murphy, C.
(2015).
Changing Teachers’ Practices Through Exploratory Talk in Mathematics: A Discursive Pedagogical Perspective.
Australian Journal of Teacher Education, 40(5).
http://dx.doi.org/10.14221/ajte.2015v40n5.4