Talking In and About Mathematics Classrooms

Mathematics’ fundamental role in school curriculums makes mathematics classrooms important sites from which to investigate the social nature of learning, write David Clarke, Man Ching Esther Chan and Carmel Mesiti.

The authors draw on the work of 4 major research projects to explore the multifaceted role of social interaction in learning. Each project uses research into the social aspect of classroom practices to advance student and teacher learning.

The Learner’s Perspective Study examines international approaches to mathematical talk in classrooms; the Social Unit of Learning Project uses its ‘laboratory classroom’ to study student learning in individual, pair and group work; the Learning from Lessons Project explores mathematics teachers’ thinking processes during planning, teaching and reflection; and the Lexicon Project documents and analyses language used by mathematics teachers in 9 countries.

Discover the diverse learning benefits from 4 major education projects focused on understanding social interaction in mathematics classrooms.

This article was prepared for Horizon: Thought Leadership, a publication of the Bastow Institute of Educational Leadership, Department of Education and Training, Melbourne, Victoria, Australia.