ABSTRACT
Many qualitative studies in the context of research on fostering (language learners’) conceptual understanding of mathematics highlight the crucial role of quality of classroom interaction. To disentangle this complex phenomenon, we give an overview on related studies and deduce categories for the quality of classroom interaction for both teachers’ measures for activating students and students’ participation, referring to talk-related, discursive, conceptual, and lexical dimensions of interaction. This disentangling can establish a theoretical foundation for future research, as it provides directions for an operationalization for quantitative video-ratings as well as contributing to researching into the opportunity gap.
