Mathematics learning in whole class discussion: A design experiment

In this report, we examine the interacting use of whole class discussion and concrete manipulatives in the learning of geometry in a secondary mathematics classroom. We draw on our prior works on the generation and exploitation of learning opportunities in order to elaborate an example of opportunity for further reflection. In the analysis, two basic aspects are considered: (i) actions of collective argumentation and (ii) types of orchestration involved in the production of the students' learning. We illustrate the analysis through a moment of classroom talk in which a student is the initiator of an opportunity that leads to a situation of mathematics learning. We argue that the teaching activity is decisive in the joint exploitation of the opportunity.