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- Title
Metacommunication and formats of interaction.
- Authors
COLES, ALF
- Abstract
This article explores the concept of metacommunication and different formats of interaction in the context of learning mathematics. It argues that rituals, or process-oriented routines, can be beneficial in the learning process, particularly when students are still developing their understanding of mathematical concepts. These rituals act as a bridge to help students grasp mathematical objects and eventually transition to a more exploratory approach. The article also emphasizes the importance of different teaching approaches, some of which support rituals and others that encourage a more open-ended approach, depending on the stage of student learning. The author reflects on their collaboration with Anna Sierpinska, a mathematics education researcher, and highlights the value of their shared cultural backgrounds and interactional repertoires. The text discusses the concept of a didactic layer in mathematics education and its implications for classroom interactions. It explores the differences between a mathematical layer and a didactic layer in dialogue, emphasizing the importance of metacommunication and the form of talk. The author stresses the need for teachers to adapt their format of interaction to the norms of the school and presents the findings of a study comparing the interactions of different tutors. The article concludes by suggesting that prospective mathematics teachers should develop an awareness of the format of their interactions early in their careers.
- Subjects
ANONYMITY; ANECDOTES
- Publication
For the Learning of Mathematics, 2024, Vol 44, Issue 1, p14
- ISSN
0228-0671
- Publication type
Article