Listening to teach, speaking to learn: a journey into mathematical learning through conversation

Abstract

This project looks closely at the role of conversation in developing mathematical understandings in one third and fourth grade classroom. The data from this study comprises ten videotaped mathematics lessons that include 66 episodes of 2 to 10 minutes. These episodes feature conversations between the students and the teacher (Mrs. Howard), as a whole class and with me the researcher. This study focuses on the examination of the different ways in which the students’ conversations shaped their conceptual understanding. Five categories of conversations were identified and explored in this research: (a) student strategies, (b) playfulness of ideas in mathematics, (c) student misconceptions and/or misunderstandings, (d) student discoveries and (e) insights. My goal with this project was to witness the effect of collaborative conversation between the teacher and students and as well, to allow the reader a glimpse into the workings of one elementary mathematics classroom.