ABSTRACT
Although interest in classroom dialogue dates back many decades (e.g., Cazden, John, & Hymnes, 1972), research on the kinds of classroom dialogic interaction that promote student learning has gathered speed in recent years (Resnick, Asterhan, & Clarke, 2015). Especially notable has been an increased focus on student participation in classroom dialogic interaction and how teachers can foster the kinds of student participation that help students learn. This chapter describes findings from a decade-long program of research in mathematics classrooms that show how attending to details—the mathematical details of student participation in dialogic interaction and teacher support of student participation, and the particular classroom participation settings in which conversations take place—is central for understanding productive dialogic interaction and how to promote it.
