Hedging in teacher’s mathematical talk: an L2 classroom case study

Abstract

Underpinned by the concept “Zone of Conjectural Neutrality” (ZCN) (Rowland, 2000), this paper examines a Mathematics teacher’s use of hedging in reformulating learners’ talk in an L2 classroom. Hedging acknowledges uncertainty in stances. The ZCN is where conjectures can be challenged and justified openly without risks, paving way for more dialogic interaction. My paper aims to extend the scholarly conversation on ambiguity (Rowland, 2000; Barwell, 2005) by arguing that teacher’s strategic use of hedging is conducive to collaborative meaning-making in L2 Mathematics classrooms. The motivation for learners to articulate mathematical thoughts in this context merits examination. Observational data of my study was drawn from nine lessons of a Year 7 English-medium Mathematics classroom in Hong Kong where learners transit from L1 (Cantonese) primary education. Coded lesson transcripts show that the teacher tends to hedge when she represents learners’ responses, in phrases such as “Chris suggested/said that…”. The act of hedging appears paradoxical to the pursuit of precision in mathematics. Ambiguity is implied, given that the teacher does not explicitly tell whether students’ responses are valid on the spot. She takes the opportunity to reformulate learners’ responses for clarity and completeness. Notwithstanding this presumption, the classroom data illustrates that a ZCN - featuring the teacher’s hedging - encourages learners’ self-initiated responses and request for clarification. Learners also get credit for contributing their ideas. Triangulation with the teacher and student interview data reveals that reciprocal classroom interaction helps learners overcome linguistic and conceptual barriers. This study sheds light on how hedging in L2 Mathematics classrooms can cultivate an inclusive and non-threatening learning space for knowledge co-construction. It provides implications on student voice empowerment. References Barwell, R. (2005). Ambiguity in the mathematics classroom. Language and Education, 19(2), 117-125. Rowland, T. (2000). The pragmatics of mathematics education: Vagueness in mathematical discourse. London: Falmer Press.