Diversity of practice within one mathematics classroom

Abstract

In this article, I use the construct of genre to analyse classroom episodes drawn from a year-long study of a third-grade mathematics classroom. The notion of genre supported the identification of diverse teaching practices, which had conflicting goals and norms, within a single classroom. This article describes the opportunities for student participation offered by the genres of group work, discussions and game shows, and argues that attention to the diversity of teachers' practices offers new possibilities for thinking about how to support teachers in welcoming more children into mathematics.

Keywords:

• elementary mathematics
• equity
• reform teaching
• teaching practice