USES OF UNISON RESPONSES IN MATHEMATICS CLASSROOMS

Abstract

In this paper I look at the roles of unison response in the teaching and learning of mathematics. The early part of the paper is based on a collection of field-data from mathematics lessons in Cape Town. A variety of purposes are identified as being used for unison responses. I examine these in relation to their mathematical meanings, to assumptions about oral traditions and to further uses of chorused response described by Tahta and others.