How teachers use interactions to craft different types of student participation during whole-class mathematical work

International audienceThis article investigates how different types of teacher interactions craft different types of student participation. The article is based on shared data within Thematic working group 19: Mathematics Teaching and Teacher Practice(s) for CERME 11. Using conversation analysis, each turn was characterized. The findings illustrate the main teacher and student interactions for each classroom, and how some types of teacher interactions typically lead to specific types of student interactions in the following turn. This is a contribution to increase our understanding of how teacher interactions can be used deliberately to activate students’ participation in different ways