Communicating mathematics

Abstract

This article presents a case study of communication in mathematics in a seventh-grade classroom of a Norwegian primary school. The main aim of this study is to investigate characteristics of student communication in mathematics in the context of their realities. Video recordings of conversations were analyzed using a framework of various speech acts and interaction patterns that may indicate students` approaches to mathematics. The students explored body movements to describe different rotations in a real-life context. The analysis show that the students` interaction displayed an investigative approach to mathematics that amplifies their voices by facing others`opinions and thought. This is important for the development of students` mathematical knowledge and engagement in the learning process. The results also indicate that real-life contexts may influence the flexibility of communication.