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Conceptualising and researching mathematics classrooms as sites of communication

Morgan, C; (2021) Conceptualising and researching mathematics classrooms as sites of communication. In: Planas, N and Morgan, C and Schütte, M, (eds.) Classroom research on mathematics and language: seeing learners and teachers differently. Routledge: London, UK. Green open access

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Abstract

This chapter proposes a slight shift of focus from studying communication or use of language in mathematics classrooms to conceptualising mathematics classroom practices themselves as forms of communication. Theoretical resources are identified that can support and enrich the development of such a conceptualisation and provide methodological tools for research that can provide new insights in the field of mathematics education. These theoretical resources bring together: Halliday’s social semiotics to perceive communication as involving making functional choices; Sfard’s communicational theory to characterise mathematical discourse; and Bernstein’s notion of pedagogic discourse to understand how participation in classroom communication is shaped by social structures and norms. Implications for mathematics education research are discussed, including a reformulation of some core questions in the field. Two examples are presented, illustrating possible directions for research taking such a communicational perspective.

Type: Book chapter
Title: Conceptualising and researching mathematics classrooms as sites of communication
ISBN-13: 9780429260889
Open access status: An open access version is available from UCL Discovery
DOI: 10.4324/9780429260889
Publisher version: https://doi.org/10.4324/9780429260889
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10112136
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