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Contextual and Interactive Dynamics in Mathematical Discourse: A Study of Grade 9 Learners’ Engagement with a Deepening Thinking Problem

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  • Marius Simons

    (University of the Western Cape)

Abstract

This qualitative study explored a facilitated conversation among Grade 9 learners as they engaged with a deepening thinking mathematical problem. Using an ethnomethodological approach combined with conversation analysis, the study highlighted the orderly nature of group discussions. Key findings include the significant influence of context on learners’ strategies, the role of historical mathematical knowledge in their understanding, and the structured nature of their interactions. The study underscores the importance of engaging learners more deeply with mathematical concepts to enhance their thinking processes and retention of previously learned material.

Suggested Citation

  • Marius Simons, 2025. "Contextual and Interactive Dynamics in Mathematical Discourse: A Study of Grade 9 Learners’ Engagement with a Deepening Thinking Problem," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(9), pages 7618-7627, September.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-9:p:7618-7627
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