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This paper presents data collected as part of an intervention research project to develop exploratory talk and collaborative group work with six and seven year-old students in mathematics. A discursive approach was used to analyse and interpret variations in the way that three casestudy teachers, involved in the project, managed the group work and developed the students' talk. Analysis suggested that the intervention required, not just a change in practice, also but a shift in ideologies fordoi:10.14221/ajte.2015v40n5.4 fatcat:5ohayb5webberpxdmpfpo5whae