This paper seeks to analyze the intersubjective nature of students' interactive utterances. The analysis is based on three episodes within a groupwork context from a qualitative case study focussed on the adoption of aspects of Complex Instruction in a Year 7 mathematics class. The analytical framework uses Habermas's Theory of Communicative Action (TCA). This analysis allows for a fresh perspective on the importance of equity, and equitable teaching practices, such as those embodied in Complex Instruction, in the establishment of a space for discursive problem solving.
How to Cite:
Kent G., (2013) “Evidence of Distorted Communication as Impetus for Use of Strategies to Achieve 'Something Like' an Ideal Speech Situation”, Wales Journal of Education 16(1).