Studying classroom problem-solving instruction and learning via mediated action and talk

This paper attempts to synergise the recognised need for studying classroom problem-solving instruction and learning and the promise of such study with socio-cultural-historical and activity or CHAT perspectives. A doctoral and longitudinal study is drawn upon to illustrate the insight that is possible when two of its constructs, namely mediated action and spoken language or talk are utilised as units of analysis. The writings of A. R. Luria are specially drawn attention to enable analysis of various instances within teaching-learning in which the higher mental function of spoken language makes the development of other higher mental functions possible. It is argued that occasion to develop numerous such functions within classroom instruction could contribute to the repertoire of skills that are necessary for solving mathematical problems by students