ANALYSING CLASSROOM INTERACTIONS USING CRITICAL DISCOURSE ANALYSIS

There is a long history of studies of language and mathematics. Much of this has focused on the language of mathematics, and the role of language in developing mathematical understanding. A more recent emphasis has been on how language in the mathematics classroom illustrates power relationships. In this study we use the tools of critical discourse analysis, including systemic functional linguistics, to examine the extent to which student agency is promoted and evident in a year 8 mathematics classroom in Australia.