ABSTRACT
The role of classroom interactions in the construction of mathematical meaning has been well documented, particularly by those working in the area of constructivism. This body of literature has been powerful in illuminating the role and importance of interaction in the negotiation and development of mathematical meaning. What is less researched is the political dimension of such interactions whereby the competencies needed to participate effectively, as determined by the hegemonic culture embedded with such interactional practices, are closely aligned to the social background of the students. This chapter seeks to explore one aspect of interactional patterns in mathematics classrooms in terms of the social milieu within which such interactions occur and the subsequent potential for students to participate effectively within such contexts. In so doing, my purpose is to raise awareness of how some pedagogical practices can be socially biased in order that they may be identified as contributing to the successful (or failed) participation in classroom dialogue. As a consequence of this analysis, some of the apolitical assumptions that have been built into the constructivist writings may also be challenged.
