Integrating Everyday and Scientific Ways of Knowing Mathematics Through Forms of Participation in Classroom Talk

Abstract

Integrating everyday and scientific discourses is regarded as essential in developing a deep understanding of specific domains of knowledge. The process of integration, however, may occur in quite different ways. In this paper we analyse two forms of the integration process – replacement and interweaving – which provide a heuristic for considering how students might develop facility in mathematical thinking. In an analysis of student talk in a Year 7 classroom we found that replacement and interweaving can facilitate deep understanding. The flexible deployment of both discourse formats is recommended.