This chapter takes its departure from classroom interaction between teacher and students in mathematics classrooms. Through a focus on changing patterns of communication, with a specific focus on silences, the chapter addresses relationships to a focus on mathematics, but also to the broader institutional context of mathematics classrooms. While adopting a selection of concepts by Foucault, the chapter addresses how students and teachers in mathematics classrooms are subjectified by decisions made on different levels of the institution of school, as well as by dominating discourses. Finally the chapter discusses how a narrow focus, such as on silences, may constitute parts of strategies which work as acts of resistance towards dominating discourse where mathematics teaching is expected to focus on doing things quick and right, rather than on reasoning and the like. These kind of acts may also, when adopted with all students, constitute a resistance against a stratifying role of mathematics education.
Cham: Springer, 2018.