Teachers' Positioning of Students as Math Doers and its Influence on their Teaching Moves in Ghanaian Elementary Schools

This qualitative study examined how Ghanaian elementary teachers position students as mathematics doers and how such positioning influences their teaching moves. Grounded in positioning theory and sociocultural learning theory, the study investigated the interactional dynamics teachers use to construct students’ mathematical competence during instruction. Data were drawn from semi-structured interviews and three classroom observations for each of five elementary school teachers. The analysis focused on communication acts, positioning practices, teaching moves, and underlying storylines about students’ abilities. Findings indicate that teachers’ positioning practices fall along a continuum from inclusive to mixed to restrictive. Teachers who viewed students as capable and developing thinkers enacted inclusive positioning, characterized by probing questions, revoicing, shared authority, and opportunities for mathematical reasoning. In contrast, teachers who perceived students as dependent tended to enact restrictive positioning, relying on directive explanations, procedural instruction, and limiting students’ full participation. A mixed position lies at the midpoint of the spectrum, reflecting both inclusive and restrictive stances. The study shows that teacher positioning is not neutral but central to mathematics teaching and learning. Teachers’ perceptions of students’ mathematical abilities strongly shape their positioning practices, which in turn influence instructional decisions. Inclusive positioning expands students’ access to the Zone of Proximal Development, whereas restrictive positioning constrains opportunities for conceptual engagement. This study contributes to the literature by integrating positioning theory with sociocultural perspectives to show how teacher discourse mediates learning opportunities in mathematics classrooms and to offer implications for classroom practice, policy, and teacher education.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Mathematics Education

Grantor

Texas State University

Year dc:date.issued

2026

Author dc:creator

• Nsiah Asante, Joy

Advisor dc:contributor.advisor

• Warshauer, Hiroko

Committee members dc:contributor.committeemember

• Strickland, Sharon
• Obara, Samuel
• Summers, Emily

• positioning theory
• inclusive positioning
• mixed positioning
• restrictive positioning
• discourse

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10877/24835

OAI identifier oai:identifier

oai:digital.library.txst.edu:10877/24835