Abstract
The UN Convention on the Rights of Persons with Disabilities requires that persons with disabilities should not be excluded from the general education system. This legal right surpasses the mere freedom of choice to attend a regular school. Against the backdrop of this transformation of the practice of mathematics learning in Germany, this article examines the potential for social and content-related participation in inclusive school teaching that may emerge in whole class discussions among students, teachers and pedagogical staff. The data comprises transcripts of video-recorded lessons that were analysed through interactional analysis. The presented analyses of classroom conversations in a Year 1 class reveal interaction that was structured by the teacher through repetitive sequences, enabling the participation of many pupils but providing them few opportunities to participate outside of these structures.
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Jung, J. (2018). Interactional Processes in Inclusive Mathematics Teaching. 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_11
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