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Explaining as Mathematical Discursive Practices of Navigating Through Different Epistemic Fields

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Language and Communication in Mathematics Education

Part of the book series: ICME-13 Monographs ((ICME13Mo))

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Abstract

This chapter introduces a conceptualisation of explaining as mathematical discursive practices of navigating through different epistemic fields and uses this framework for analysing collective explanations in whole-class discussions. The framework coordinates Interactional Discourse Analysis from linguistics with interactionist and epistemological perspectives from mathematics education. After outlining the main ideas of the three perspectives on explaining, I describe how the notion of practices functionally links theories from linguistics and mathematics education. Furthermore, I show how the conceptualisation simultaneously highlights the interactive nature of explaining processes while also keeping the mathematical content in focus. Finally, I outline the method of identifying explaining practices in transcribed video data.

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Grant Information

The research project INTERPASS (Interactive procedures for establishing matches and divergences in linguistic and microcultural practices) is funded by the German ministry BMBF (grant 01JC1112, grant holder S. Prediger). I have conducted it under the guidance of Susanne Prediger and Uta Quasthoff, together with Anna-Marietha Vogler and Vivien Heller.

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Authors and Affiliations

  1. TU Dortmund University, Vogelpothsweg 87, 44227, Dortmund, Germany

    Kirstin Erath

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  1. Kirstin Erath
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Correspondence to Kirstin Erath .

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Editors and Affiliations

  1. Education Department, University of California, Santa Cruz, Santa Cruz, California, USA

    Judit N. Moschkovich

  2. Faculty of Education, University of New Brunswick, Fredericton, New Brunswick, Canada

    David Wagner

  3. Centre for Education Innovation and Action, Tata Institute of Social Sciences, Bombay, India

    Arindam Bose

  4. Faculty of Education, State University of Campinas, Campinas, São Paulo, Brazil

    Jackeline Rodrigues Mendes

  5. Institut für Erziehungswissenschaft, Technische Universität Dresden, Dresden, Germany

    Marcus Schütte

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Erath, K. (2018). Explaining as Mathematical Discursive Practices of Navigating Through Different Epistemic Fields. In: Moschkovich, J., Wagner, D., Bose, A., Rodrigues Mendes, J., Schütte, M. (eds) Language and Communication in Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-75055-2_10

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  • DOI: https://doi.org/10.1007/978-3-319-75055-2_10

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