Discussion paper presented at the 12th Biennial Conference for Research on Learning and Instruction, 2007, Budapest, Hungary
The four studies reported in this symposium represent different but related analyses undertaken as part of the Learner’s Perspective Study (LPS) (Clarke, Keitel & Shimizu, 2006; Clarke, Emanuelsson, Jablonka and Mok, 2006). The LPS is an international project investigating the practices and learning outcomes of mathematics classrooms in twelve countries. Among the
research foci addressed within the LPS are the related issues of voice and agency within mathematics classrooms. The relative status accorded to student and teacher voice in the negotiated construction of mathematical knowledge and the associated agency offered within the norms of classroom practice are key characteristics by which one classroom can be distinguished from another; both within the same country and between cultures. Among the key components of classroom practice by which voice and agency are enacted, some of the most critical are: (i) the
mathematical tasks employed in the classroom, (ii) the form of classroom questioning employed, (iii) student interpretation and participation in ‘lesson events’ and (iv) the distribution of responsibility for knowledge generation. Each of these four presentations addresses one of these fundamental issues, and the application of the associated analyses reveals just how different each
is enacted in classrooms around the world. References Clarke, D.J., Keitel, C., & Shimizu, Y.
(Eds.) (2006). Mathematics Classrooms in Twelve Countries: The Insider’s Perspective.
Rotterdam: Sense Publishers. Clarke, D.J., Emanuelsson, J., Jablonka, E., & Mok, I.A.C. (Eds.).
(2006). Making Connections: Comparing Mathematics Classrooms Around the World. Rotterdam: