Characterising patterning of teacher-learner interactions in mathematics classrooms

Julian Brown

Research output: Chapter in Book/Report/Conference proceedingConference Contribution (Conference Proceeding)


Deliberate development of our practices, in and out of the classroom, is supported by explicit awareness of possibilities in the moment, expanding possibilities for action. My role as a mathematics teacher educator involves working alongside teachers as they work on their own awarenesses. I am interested in how classroom observations might be used as a mechanism to follow and support development of the awareness of awareness. This report makes use of observations of sequences of lessons taught by two different, experienced teachers of mathematics to consider possibilities for characterising particular teacher-class environments and, hence, to identify shifts in these environments. Consideration is given to how such mechanisms might act as tools for development of in-the-moment awareness for practising teachers.
Original languageEnglish
Title of host publicationBSRLM Proceedings: The University of Cambridge, Cambridge, on Saturday 7th March 2020
Number of pages8
Publication statusPublished - 15 May 2020


  • teacher attention
  • teacher questioning
  • awareness
  • secondary mathematics classroom
  • observable behaviours


Dive into the research topics of 'Characterising patterning of teacher-learner interactions in mathematics classrooms'. Together they form a unique fingerprint.

Cite this