Capturing pedagogical intentions in primary mathematics: an analysis of classroom dialogue

Classroom dialogue plays a positive role in creating supportive mathematical learning environments fostering rich teacher-to-student and student-to-student interactions. However, analysing classroom dialogue traditionally relies on video recorded or in-person observations, which present ethical and logistical constraints across diverse contexts. This study investigated whether analysis of audio-recordings of mathematics lessons could effectively reveal teachers’ pedagogical approaches as a scalable alternative. Using an adapted version of Drageset's I-R-E framework data were collected through classroom observations, teacher interviews, and post-lesson reflections from four primary school classrooms of varying socioeconomic contexts. This article analyses two contrasting cases as a “proof-of-concept” for the approach. The analysis revealed that dialogue patterns aligned closely with observed pedagogical practices. In particular, the frequency and type of closed versus open questioning provided clear indicators of procedural versus inquiry-based teaching approaches. These findings suggest that audio-recorded dialogue analysis can offer a scalable method for examining mathematical pedagogies across multiple classrooms, making it valuable for equity-focused research where video observation may be impractical.