Included studies

	Study	Select
IT36552	Back, J. (2005) Talking to each other: pupils and teachers in primary mathematics classrooms	Select
IT36553	Black, L. (2004a) Differential participation in whole-class discussions and the construction of marginalised identities	Select
IT36554	Black, L. (2006) Young children’s perspectives on whole class discussions	Select
IT36555	Bold, C. (2002) Making sense of mathematical language in a primary classroom	Select
IT36556	Coles, A. (2002) Teaching Strategies related to listening and hearing in two secondary classrooms	Select
IT36557	Hadjidemetriou, C. and Williams, J. (2003) Teachers’ theories and strategies in practice of classroom argumentation	Select
IT23208	Jones, S. and Tanner, H. (2002) Teachers' interpretations of effective whole-class interactive teaching in secondary mathematics classrooms	Select
IT36558	Mercer, N. and Sams, C. (2006) Teaching children how to use language to solve maths problems	Select
IT36559	Myhill, D. (2006) Talk, talk, talk: teaching and learning in whole class discourse	Select
IT36560	Pratt, N. (2006) ‘Interactive’ teaching in numeracy lessons: what do children have to say?	Select
IT36561	Ryan, J., Kassem, D. and Sarland, C. (2003) What teachers learn from children’s mathematical arguments in discussion: moving to a new pedagogical model	Select
IT36563	Smith, F., Hardman, F., Wall, K. and Mroz, M. (2004) Interactive whole class teaching in the National Literacy and Numeracy Strategies	Select
IT36562	Smith, H. and Higgins, S. (2006) Opening classroom interaction: the importance of feedback	Select
IT36564	Tanner, H. and Jones, S. (2000) Scaffolding for success: reflective discourse and the effective teaching of mathematical thinking skills	Select
IT36565	Wilson, L., Andrew, C. and Below, J. (2006) A comparison of teacher/pupil interaction within mathematics lessons in St. Petersburg, Russia and the North-East of England	Select