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Abstract
This interpretive case study explores how a novice grade 10 mathematics teacher enacted dialogic teaching and negotiated professional belonging. Videorecorded classroom lessons on parabola transformations were analyzed using the teacher scheme for educational dialogue analysis, and interview narratives were analyzed using the negotiation of belonging framework, which includes the processes claiming, participating, evaluating, adjusting, and challenging. Classroom discourse analysis showed strong dialogic engagement within the focal lesson, with learners contributing the majority of turns and the teacher frequently inviting reasoning, encouraging learners to build on peers’ ideas, and coordinating multiple contributions. Interview analysis identified recurring identity work in which the teacher claimed a reasoning centered professional stance and reflected critically on fit and legitimacy. These identity narratives aligned with episodes of high classroom reasoning. Together, the findings indicate that dialogic teaching functioned both as a pedagogical approach and as identity work. Dialogic episodes supported the teacher’s sense of legitimacy and agency, whereas institutional constraints such as departmental expectations, parental scrutiny, and assessment pressures periodically curtailed dialogue and prompted adaptive compromises. The study highlights the need for induction, mentoring, and school level recognition of dialogic aims to support reasoning centered mathematics teaching in early career contexts.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 6, June 2026, Article No: em2838
https://doi.org/10.29333/ejmste/18589
Publication date: 23 May 2026
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