Methods for the analysis of the language of the mathematics teacher in the classroom

We present methods created, implemented and validated in Boukafri (2017)for the analysis of the language of the mathematics teacher in the classroom, in particularfor the use of language discourse - called revoicing in the literature. The methods respond to three interrelated units of analysis: turn, episode and lesson. We exemplify them by means of data from the joint discussion of a geometry task with 11 and 12 year-old learners. The results indicate the capacity of this proposal for tracing the effect of revoicing on the resolution of the task under discussion. We conclude about the possibility of applying such proposal to the analysis of the language of the mathematics learner in classroom activity and, more broadly, for the overall comprehension of language use in mathematics teaching and learning.