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Agency in a geometry review lesson: A linguistic view on teacher and student division of labor

Authors
Journal
Linguistics and Education
0898-5898
Publisher
Elsevier
Volume
23
Issue
2
Identifiers
DOI: 10.1016/j.linged.2012.02.001
Keywords
  • Systemic Functional Linguistics
  • Mathematics
  • Agency
  • Geometry
  • Discursive Moves
Disciplines
  • Linguistics
  • Mathematics

Abstract

Abstract Research has shown that expert mathematics teachers are more effective than novices eliciting and incorporating students’ ideas during review lessons. In this paper, we inquire into students’ agency in a review. We ask: (1) What is the division of labor between the teacher and the students? (2) What linguistic resources does an expert teacher use to manage students’ contributions? We examined classroom videos of an experienced geometry teacher who conducted reviews in four lessons. We applied Systemic Functional Linguistics to identify the resources from the system of Negotiation used. We found that the teacher had more agency than the students. However, in one lesson, the teacher's performance of Negotiation moves enabled the students to have some agency in the selection of components of the review tasks. Overall, students’ performance of dynamic moves enabled them to address their difficulties and the teacher's performance of move complexes made explicit the operations to be remembered. We suggest ways for teachers to enable students to have agency during reviews.

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