Kontroll og involvering i den matematiske samtalen : En undersøkelse om fordeling av kontroll i samtalen i matematikkundervisningen og elevers involvering i matematikkfaget

Abstract

This is a study of two classes —with their teachers and pupils —on 7. and 10. grade and their use of conversations in mathematics teaching. The survey shows the relationship between the teacher's methods in managing the conversation in mathematics teaching and student’s involvement in mathematics. Emphasis has been placed on how control over the outcome of the conversation is distributed between the teacher and the pupils in the respective classes and how the teacher positions themselves to distribute this control. It has been made an assessment of how students involve themselves in mathematics, this in the light of how they participate in the talks. The distribution of control between teachers and pupils and pupil involvement is assessed in the light of social and sociomathematical norms in order to assess the possible relationships between them. Here, it is considered what is the basis for the observed behavior, the kind of expectations that are among the participants and how behaviors and outperformed values affect future expectations. The survey shows methods of controlling the conversation of the two observed teachers who in many cases contrasts with each other. It also shows the types of involvement among students showing significant differences in the respective classes and their interest of mathematics. The differences that appear between the two classes do not come into expression largely by direct characteristics, but are recognized through theoretical analysis of continuous conversations and situations. Claims that are made for the relationships between control and involvement are discussed and argued towards the end of the study where it is pointed out what the study can tell as well as what remains uncertain.