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首页> 外文期刊>Journal of Mathematics Teacher Education >Forms of mathematical interaction in different social settings: examples from students’, teachers’ and teacher–students’ communication about mathematics
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Forms of mathematical interaction in different social settings: examples from students’, teachers’ and teacher–students’ communication about mathematics

机译：不同社会环境中数学互动的形式：学生，老师和师生关于数学交流的例子

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The study presented in this article investigates forms of mathematical interaction in different social settings. One major interest is to better understand mathematics teachers’ joint professional discourse while observing and analysing young students mathematical interaction followed by teacher’s intervention. The teachers’ joint professional discourse is about a combined learning and talking between two students before an intervention by their teacher (setting 1) and then it is about the students learning together with the teacher during their mathematical work (setting 2). The joint professional teachers’ discourse constitutes setting 3. This combination of social settings 1 and 2 is taken as an opportunity for mathematics teachers’ professionalisation process when interpreting the students’ mathematical interactions in a more and more professional and sensible way. The epistemological analysis of mathematical sign-systems in communication and interaction in these three settings gives evidence of different types of mathematical talk, which are explained depending on the according social setting. Whereas the interaction between students or between teachers is affected by phases of a process-oriented and investigated talk, the interaction between students and teachers is mainly closed and structured by the ideas of the teacher and by the expectations of the students.
机译：本文提供的研究调查了不同社会环境中数学互动的形式。一个主要的兴趣是在观察和分析年轻学生的数学互动以及老师的干预之后，更好地理解数学老师的联合专业话语。老师的联合专业论述是关于两个学生在老师干预之前的学习和对话（设置1），然后是关于学生在数学工作中与老师一起学习（设置2）。专业教师的共同话语构成了环境3。社交环境1和2的这种结合被用作数学教师在以越来越专业和明智的方式解释学生的数学互动时进行专业化过程的机会。在这三种情况下，对交流和互动中的数学符号系统的认识论分析提供了不同类型的数学对话的证据，并根据相应的社会背景进行了解释。尽管学生之间或教师之间的互动受到以过程为导向且经过调查的谈话各阶段的影响，但学生和教师之间的互动主要是通过教师的思想和学生的期望来封闭和组织的。

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