Exploring Work-Sharing Practices and Positioning in Two Mathematics Classrooms

• In Event: Expanding What Counts as Mathematical Activity and Entities

Abstract

Opportunities for students to share their mathematical thinking with the class—which I refer to as “work-sharing practices”—have been shown to be an effective instructional strategy. Although researchers have examined work-sharing in terms of teachers’ moves, there is much to be learned about how these practices are co-constructed by teachers and students through interaction. Accordingly, I explore work-sharing practices through an interactional lens to investigate how these practices get enacted and what positions they make available to students. Through a case study of two classrooms, I found that teachers and students constructed distinctive work-sharing practices that made available different in-the-moment positions to students and their ideas. Findings may contribute to our understanding of how to robustly center students’ thinking.

Author

• Miriam Simone Leshin, Stanford University
  Presenting Author