Abstract
Learning can be conceptualised in terms of progressively enhanced participation in forms of institutionalised social practice, where discourses form key components of that practice. Students are initiated into the discourse of the mathematics classroom: a discourse with its own technical vocabulary and discursive and social conventions.
Mathematics teachers similarly participate in a discourse community in which the mathematics classroom and its objects, agents and events provide the subjects of professional discourse and for which language mediates the experience of the classroom and the professional learning that experience engenders. This workshop addresses theoretical, methodological and practical issues associated with language use and the mathematics classroom.
It draws on the video-based research program led by the International Centre for Classroom Research (ICCR) at the University of Melbourne, Australia. The workshop is presented in three parts, each highlighting a distinct discourse community: students; teachers; workshop participants.
Session 1. Students speaking inside the classroom Session 2.
Teachers speaking about the classroom Session 3. Workshop participants speaking about video from mathematics classrooms