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Conference Proceeding

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The study of classroom discourse is central to understanding and supporting effective teaching practice. Recently, researchers have begun to explore the spatial dimension of classroom discourse. However, this work emphasizes the lack of methods, particularly visual methods, to fully explore the spatial dimension of classroom discourse. This paper uses an approach to studying collaborative interaction we have developed called interaction geography to revisit a classic case known as “Sean Numbers” from the work of renown teacher educator Deborah Ball. Our analysis highlights the value of interaction geography to visually and dynamically explore the spatial and temporal dimensions of classroom discourse. We also make a data visualization of this work available to support further discussion and work to describe classroom interaction geography


Copyright owned by International Conferences of the Learning Sciences (ICLS). Permission granted.

Originally published in:

Shapiro, B., Garner, B., Chae, H. S., & Natriello, G. (2020). Classroom Interaction Geography: A Case Study. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 1823-1830). Nashville, Tennessee: International Society of the Learning Sciences: