ABSTRACT
Researchers, policy makers, and practitioners increasingly realise that engaging students as active participants in conversations in classrooms is central to the development of their skills and understanding. This chapter extends previous research by analysing student participation and teacher support for student participation in multiple participation settings that may occur in the classroom, in this case during elementary school mathematics lessons. We coded and analysed student participation and teacher support during whole-class discussions, student-led, small-group problem solving, and short, private conversations among students during the midst of whole-class discussion, the last of which is rarely included in analyses of classroom dialogue. This chapter describes the variation in student participation and teacher support that occurred across the multiple participation settings, as well as variation in individual student profiles of participation and teacher support, and discusses the implications of these findings for research and practice.
