ABSTRACT
As the final analysis chapter, Chapter 7 moves from the presentation to the main phase of the five video-recorded lessons during which mathematical ideas are further explored by the teacher and the learners. The chapter begins by outlining the broad pedagogic aims associated with the main stage of a lesson before looking at pedagogic interventions implemented in this phase. The interaction between researcher and teacher is considered as the teacher works to implement her overarching aim to transform both the classroom dynamic and her teaching role. Following this, the chapter moves on to the analysis of pedagogical functions and discursive features of the main phase of the recorded lesson. While certain features present in the introduction of new material also occur during the main stage of the class, this section emphasises patterns of questions, scaffolding and feedback. This is then followed by detailed interactional analysis of this phase of the recorded lessons. Once again, corpus linguistics tools are applied to further capture the rich data afforded by this stage. The final section of the chapter revisits the discursive themes emerging in this stage of the analysed lesson. While the themes observed in the presentation phase are ongoing, the additional polarities of right/wrong and of completing work quickly are also identified and discussed.
