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A discursive approach analyses variations in how three case-study teachers managed group work and developed students’ talk. Findings indicate the intervention required more than changes in classroom practice, extending to shifts in teachers’ ideologies. The study examines conflicts between researchers’ and teachers’ ideologies, treating ideologies as discourses that sustain social patterns.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/changing-teachers-practices-through-exploratory-talk-in-mathematics-article-4/593610/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/changing-teachers-practices-through-exploratory-talk-in-mathematics-article-4/593610.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the intervention in this study aim to develop in mathematics lessons?","Question",{"text":112,"@type":113},"It aims to develop exploratory talk and collaborative group work with six- and seven-year-old students in mathematics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is exploratory talk defined in the paper?",{"text":117,"@type":113},"Exploratory talk is described as talk used to sort out ideas, with a later definition emphasizing critical and constructive engagement with peers’ ideas.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the analysis suggest about the intervention’s requirements for teachers?",{"text":121,"@type":113},"It suggested the intervention required not only changes in practice but also shifts in teachers’ ideologies, which can create conflicts between researchers’ and teachers’ perspectives.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593610,1792470540,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 5 | Article 4 |\n| --- | --- |\n\n2015  \nChanging Teachers’ Practices Through Exploratory Talkin Mathematics: A Discursive Pedagogical Perspective  \nCarol Murphy  \nUniversity of Waikato, [carolmm@waikato.ac.nz](carolmm@waikato.ac.nz)  \nRecommended Citation  \nMurphy, C. (2015). Changing Teachers’ Practices Through Exploratory Talk in Mathematics: A Discursive Pedagogical Perspective. Australian Journal of Teacher Education, 40 (5).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol40/iss5/4](http://ro.ecu.edu.au/ajte/vol40/iss5/4)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss5/4](http://ro.ecu.edu.au/ajte/vol40/iss5/4)  \nAustralian Journal of Teacher Education  \nChanging Teachers’ Practices through Exploratory Talk in Mathematics: A  \nDiscursive Pedagogical Perspective  \nCarol Murphy  \nUniversity of Waikato  \nAbstract: This paper presents data collected as part of an intervention  \nresearch project to develop exploratory talk and collaborative group work  \nwith six and seven year-old students in mathematics. A discursive approach  \nwas used to analyse and interpret variations in the way that three case  \nstudy teachers, involved in the project, managed the group work and  \ndeveloped the students’ talk. Analysis suggested that the intervention  \nrequired, not just a change in practice, also but a shift in ideologies for  \nthese teachers. Ideologies are seen as discourses that legitimate and  \nmaintain a social pattern, and the paper explores how a research-based  \nintervention can create conflicts between researchers’ and teachers’  \nideologies.  \nIntroduction  \nPolicy moves to encourage communication and interaction in mathematics classrooms have been in place for well over a decade in many countries. The introduction of the National Numeracy Strategy (NNS) (DfEE, 1999) in England at the end of the last century intended to change, not just what was taught, but also how to teach (Earl et al., 2003), and whole-class interactive teaching was seen as an intrinsic part of the strategy. Whole-class interactive teaching emphasised a teacher-directed approach (Smith, Hardman, Wall, & Mroz, 2004), that resulted in the teacher managing the classroom talk (Pratt, 2006). Later policy moves, and the introduction of the renewed Primary National Strategy (DfES, 2006), shifted the didactic emphasis to group teaching, where the teacher addressed the needs of students by guiding the learning in a group. The idea of high-quality talk was promoted within the group work, where students would have opportunities to contribute actively, and to share ideas with their peers (DCSF, 2010; Williams, 2008). However, the guided nature of the group interaction meant that the teacher still managed student talk in the group.  \nResearch in mathematics education has also focused on communication and interaction in the mathematics classroom over, at least, the last two decades (Barwell, 2005; Cobb & Bauersfeld, 1995; Pimm, 1987; Sfard, 2001) . Several studies have focused on the use of exploratory talk in mathematics (Hunter, 2007; Mercer & Sams, 2006; Sawyer, 2006) . First termed by Barnes (1976), exploratory talk describes talk that is used to sort out ideas, and has been further defined by Mercer (2000) as talk where students engage critically and constructively with each other’s ideas. A key aspect in the studies that have examined exploratory talk was that students worked collaboratively to share ideas independently from the teacher.  \nThe Talking Counts project (Murphy, Wegerif, & Fisher, 2010), funded by the Esmée Fairbairn Foundation in England, investigated the use of strategies to support exploratory talk with young students aged six to seven years old. Twelve primary school teachers worked with researchers, in a design experiment, to adapt didactic strategies from previous  \nVol 40, 5, May 2015 61  \nAustralian Journal of Teacher Education  \nexploratory","cbCaiqrfh7TwXXD7","https://ap.wps.com/l/cbCaiqrfh7TwXXD7","pdf",643374,25,"English","# Introduction\n## Policy moves and classroom interaction\n## Exploratory talk in mathematics education\n## The Talking Counts project\n## Case-study analysis and findings","[{\"question\":\"What does the intervention in this study aim to develop in mathematics lessons?\",\"answer\":\"It aims to develop exploratory talk and collaborative group work with six- and seven-year-old students in mathematics.\"},{\"question\":\"How is exploratory talk defined in the paper?\",\"answer\":\"Exploratory talk is described as talk used to sort out ideas, with a later definition emphasizing critical and constructive engagement with peers’ ideas.\"},{\"question\":\"What did the analysis suggest about the intervention’s requirements for teachers?\",\"answer\":\"It suggested the intervention required not only changes in practice but also shifts in teachers’ ideologies, which can create conflicts between researchers’ and teachers’ perspectives.\"}]","Changing Teachers’ Practices Through Exploratory Talk in Mathematics - Article 4 | PDF",1792077565,63]