Listening in the Mathematics Working Relationship of Two High-School students
Faculty of Community Services, Education and Social Sciences
School of Education
This paper presents an inquiry into listening by two senior (Year 11) high-school students, as they worked together, one-to-one. It is based on classroom observations and audio-recordings of the students' conversations over ten lessons. Listening is inferred for repeated patterns of interaction. Paired listening acts where the students evidenced shared understanding, or disagreed, or where one student sought to understand the other are described. Inquiry indicated the latter type of listening was prevalent. Learning outcomes associated with the different modes of listening and implications for teaching practice are identified.