ABSTRACT
Conversation analysis is an inductive and data-driven approach to analysing interactions between people in natural settings, such as classroom interactions, supervision meetings or tutorials. It is rooted in ethnomethodological principles, meaning that it is what the participants in interaction do and treat as relevant in their interactions with each other that is the focus of any analysis. Drawing on examples from whole-class interactions in a range of mathematics classrooms, this chapter illustrates how a conversation analytic approach can contribute to our understanding of the process of learning mathematics in classrooms, and to STEM educational research more generally.
