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Communication Dans Un Congrès Année : 2015

Vague language and politeness in whole-class mathematical conversation

Résumé

Politeness theory is based on the notion that individuals in a conversation are endowed with face – positive face is concerned with a desire for social approval and negative face is concerned with a desire to be unimpeded. The theory is relevant in the context of whole-class discussion of mathematics where a teacher has to facilitate development of students' disciplinary understanding and, at the same time, reduce their threats to face as they make contributions in public. In this paper, it will be shown that a teacher's use of vague language can play a role in protecting threats to student face and thereby facilitate participation in argumentation and reasoning. It will also be shown that the competing claims on a teacher's attention in this context render his/her role highly complex.
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Dates et versions

hal-01287662 , version 1 (14-03-2016)

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  • HAL Id : hal-01287662 , version 1

Citer

Thérèse Dooley. Vague language and politeness in whole-class mathematical conversation. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1354-1360. ⟨hal-01287662⟩
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