The Multiple Voices of a Mathematics Classroom Community

• Published in: Educational studies in mathematics Vol. 46; no. 1/3; pp. 115 - 142
• Main Authors: Forman, Ellice, Ansell, Ellen
• Format: Journal Article
• Language: English
• Published: Kluwer Academic Publishers 01-01-2001
• Subjects: Children; Class discussion; Classroom Environment; Classroom techniques; Communities; Discourse Analysis; Educational reform; Elementary Education; Grade 3; Mathematical problems; Mathematics Education; Mathematics teachers; Parents; Sociocultural Patterns; Teachers
• ISSN: 0013-1954; 1573-0816
• DOI: 10.1023/A:1014097600732

Several mathematics educators have expressed their concern about conflicting visions of educational reform among parents and teachers, which could result in the emergence of multiple voices in discussions of achievement and instruction. The aim of this article is to examine the multiple voices of educational reform in the discourse of a third grade classroom community. In order to achieve our aim, we integrated the social and the individual as well as the past, present, and future in our analysis of the discourse in this classroom community using theoretical frameworks and methods from cultural psychology. Although our analyses focused on the classroom teacher, we employed units of analysis capable of bridging the individual and her social context. We began our analysis by focusing on a sample of whole-class discussions of students' strategies for solving multi-digit word problems. This analysis isolated two distinct voices: one that occurred during discussions of students' invented strategies and the other that emerged during talk about standard algorithms. We extended our analysis to include information about the historical, social, and institutional context of the classroom community in order to understand the origins and functions of these two voices. This additional information helped us appreciate the interconnections between the teacher's personal feelings, beliefs, recollections, and expectations; and her interpersonal transactions with her students, their parents, and other educators. We concluded with a discussion of the implications of the study for understanding one of the dilemmas of educational reform and for advancing research in classroom discourse.