John Kusznirczuk
This paper presents an argument in support of the proposition that a poetics of mathematics classroom interaction is necessary to the effective design of mathematics curricula. Drawing on an account of the “interaction order” (after Goffman, 1983), which is one aspect of a theoretical investigation of the tools needed to systematically describe mathematics classroom interaction (Kusznirczuk, 2012). I argue that an educator’s “critical literacy” with respect to the rhetorical structure and function of the interaction that realises a “mathematics period” amounts to a “poetics of mathematics classroom interaction and that the effectiveness of mathematics curriculum design depends on such poetics. References Goffman, E. (1983). The interaction order: American Sociological Association, 1982 Presidential Address. American Sociological Review(1), 1. doi: 10.2307/2095141 Kusznirczuk, J. (2012). In search of the zone of proximal development: Introducing a map used to navigate a confusion of categories and things. Paper presented at the Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Science Symposium, Melbourne. http://www.deakin.edu.au/arts-ed/efi/conferences/car-2012/