Franziska Wehlmann

Participation and Subject Specific Learning in dyadic peer-to-peer interactions – practices of task processing in elementary school mathematics lessons

Partner work in mathematics lessons is a central context for joint negotiation of meaning, in which learners coordinate their individual perspectives in a dialogical handling of tasks, materials, and spatial conditions. The doctoral project examines these negotiation processes in dyadic peer-to-peer interactions from the perspective of praxeology and mathematics didactics. The focus is on reconstructing the situational production of subject-specific meanings as well as the modes of participation through which children are involved in the further development of mathematical topics.

The analysis is based on videotaped sequences from elementary school mathematics lessons and combines interaction-analytical and praxeological approaches to materiality, physicality, and social order. The aim of the project is to empirically reveal the intertwining of social interaction and subject-related work in phases of partner work and thus contribute to the theoretical foundation of participation and subject specific learning in mathematics lessons.

Studies in Elementary School Teaching at TU Dresden; First State Examination