Maintaining Coherence Across Research and Practice: A Common Framework for Describing Teachers' Reacting Moves

• In Event: Responsive Teaching: Practices and Models of Professional Development

Abstract

This paper compares two analytical frameworks for ‘reacting’, a highly studied idea from linguistics, identified as critical in mathematics teaching (most famously within the triadic dialogue of IRF). The first framework was generated by secondary mathematics teachers engaged in improving their instructional practices. The second framework was generated by linguists for specifying the linguistic options individuals have available for reacting to others in a range of conversational exchanges, including classrooms, and the ways those option vary in terms of functions. Similarities and differences are discussed and accounted for in the work and contexts of language inquiry for both the teachers and linguists.

Authors

• Amanda Marie Milewski, University of Michigan - Ann Arbor

• Sharon Kay Strickland, Texas State University-San Marcos