Table 3 Application of CHAT in mathematics classrooms
Authors | Mediating artifacts/tools | Subject | Object | Outcome | Rules | Community | Division of labor |
|---|---|---|---|---|---|---|---|
Beatty and Feldman (2012) | Professional development tactics, resources (e.g., computers, whiteboards) | Teacher | Teacher’s instructional practice, the set of students | Successful implementation of an assessment program, students’ content knowledge | Specified norms and expectations of behavior | Facilitators, participating teachers, other members of the school | Roles and responsibilities of facilitators and teachers |
Hardman (2015) | Language, computer | Teacher | Learning of mathematics | Not specified | Put up hand when asking the teacher | Teacher, students | Not specified |
Hardman (2007) | Signs, tools (e.g., apple, knife) | Teacher | Understanding fractions | Mathematically proficient students | Math, behavioral | Teacher, students | Roles played by students and teacher |
Huang and Lin (2013) | Materials (e.g., textbooks) psychological (e.g., signs) | Atayal students | Teaching and learning of mathematics | Understanding and execution of the addition and subtraction of integers | Proper procedures, regulations of interactions | All teachers, subjects of the Atayal school | Role played by students and teacher |
Naidoo (2017) | Visuals (e.g., pictures) | Master teachers | Development of the mathematics content and conceptual knowledge | Teaching and learning mathematics | Not specified | Learners, teachers, staff at each school, parents | Not specified |
Trust (2017) | Search engine community wall | Individuals interested in math knowledge | Finding new knowledge | Intention to improve student engagement | Reciprocity and professionalism | Like-minded individuals | Contemplator, curator, crowdsourcer, contributor |
Zevenbergen and Lerman (2007) | Interactive whiteboards (IWBs) | Not specified | Not specified | Not specified | Not specified | Not specified | Not specified |