Abstract
This paper provides an overview of some of the key ideas of discursive psychology and its theoretical and methodological approach to the analysis of interaction. These ideas include a view of interaction as discusive practice, primarily structured by the social action it performs, rather than by its content. The relevance of this approach to research in mathematics education is demonstrated, drawing on extracts from transcripts of mathematics classroom talk. The paper concludes by considering how discursive psychology may be developed within research mathematics education.
Kurzreferat
Der Artikel gibt einen Überblick über einige zentrale Ideen der Diskursiven Psychologie und ihres theoretischen und methodologischen Ansatzes zur Analyse von Interaktionen. Diese Ideen beinhalten eine. Sichtweise auf Interaktion als diskursive Praxis, stärker strukturiert durch die soziale Aktion, die ausgeführt wird als durch den zugrundeliegenden Inhalt. Die Relevanz des Ansatzes für die mathematikdidaktische Forschung wird unter Bezug auf Auszüge von Transkripten aus Gespränchen im Mathematikunterricht aufgezeigt. Der Artikel schließt mit Überlegungen zur Weiterentwicklung der Diskursiven Psychologie in der mathematikdidaktischen Forschung.
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Barwell, R. Discursive Psychology and Mathematics education: Possibilities and challenges. Zentralblatt für Didaktik der Mathematik 35, 201–207 (2003). https://doi.org/10.1007/BF02655744
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DOI: https://doi.org/10.1007/BF02655744