I am curious to see what a math specialist can contribute to the analysis of teacher talk or dialogue unless you have in mind translating this into mathematical symbols and figures. And even this seems to have little use in the humanities or social studies. There are plenty of approaches, disciplines, and theories that can enlighten us on the human language and the content it carries. You can at least name sociolinguistic, critical, and cognitive studies to help you with your concern.

@zouheir Maalej, a math specialist would contribute in assessing the level of math content accuracy of the teacher's utterance. Given that I am not a math teacher, I cannot evaluate whether the teacher's reply to students is mathematically sound or not.

@Michael Uebel, thank you for the references, i shall look into them for finding objective ways to critically qualify teachers' reflective discourse as they discuss teacher-student dialogue in a math classroom.

Have you considered the conceptual tools: the Joint Action Theory in Didactics (JATD) proposes from Gerard Sensevy in order to understand didactic and cooperative action?

See in english:

- Cooperative engineering as a joint action

Sophie Joffredo-Le Brun, Mireille Morellato, Gérard Sensevy, ...First Published June 14, 2017

Article Information

Volume: 17 issue: 1, page(s): 187-208Article first published online: June 14, 2017; Issue published: January 1, 2018

Corresponding author: Gérard Sensevy, Université de Bretagne Occidentale, 153 Rue Saint-Malo, Rennes, 35043, France. Email: [email protected]

- Conceptual frameworks in didactics – learning and teaching: Trends, evolutions and comparative challenges

Florence Ligozat, Jonas Almqvist

First Published December 27, 2017 Introduction 📷https://doi.org/10.1177/1474904117746720Article information 📷 📷

Article Information

Volume: 17 issue: 1, page(s): 3-16Article first published online: December 27, 2017; Issue published: January 1, 2018

Florence Ligozat Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland

Jonas Almqvist Department of Education, Uppsala University, Sweden Corresponding Author:

Florence Ligozat, Université de Genève, Faculté de Psychologie et des Sciences de l’éducation, Uni-Mail, 40 Boulevard du Pont d’Arve, 1205 Genève, Switzerland. Email: [email protected]