Predominant patterns of classroom interaction are notoriously difficult to change. This article examines teachers' use of transcription and transcripts as methods for enabling changes to classroom interaction practices over the course of action research projects in primary school classrooms. We employ thematic analysis of interviews with 12…

This article presents research focused on establishing ways that dialogic talk between teachers and students promotes mathematical reasoning in early years classrooms. Data are drawn from recorded and transcribed Year 1 mathematics lessons. Conversation analysis provides close examination of the talk-in-interaction practices of teachers and…