Snapshots of a teacher's productive talk moves when orchestrating a whole-class discussion

URI
Thumbnail Image
Type
Conference Paper
Citation
Choy, B. H., & Lai, J. (2024). Snapshots of a teacher's productive talk moves when orchestrating a whole-class discussion. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 136-143). Psychology of Mathematics Education. https://www.igpme.org/wp-content/uploads/2024/06/Vol-2-PME-47-27-06-2024.pdf
Author
Choy, Ban Heng 
•
Lai, Jason
Abstract
Orchestrating productive mathematics discussions by building on students’ ideas is challenging. Although certain talk moves involving eliciting student responses are associated with this high-leverage practice, they may not be sufficient for enhancing student reasoning. Telling, on the other hand, may play an important role despite the perception they are contradictory to a more interactive stance in teaching. In this paper, we examined how an elementary school teacher orchestrated a productive whole-class discussion through the skillful interweaving of talk moves and telling.
Date Issued
2024
ISBN
978106702782 (online)
Publisher
Psychology of Mathematics Education
Project
OER 19/17 LKE
Funding Agency
Ministry of Education, Singapore