Abstract Encouraging student interests while simultaneously accomplishing specific pedagogical goals can require subtle and complex work on the part of teachers. Balancing these competing demands is especially difficult when students initiate a next-action that differs from their teacher's lesson plan. This article, based on a corpus of videotaped math tutoring sessions with young children, describes how an experienced teacher handles this dilemma. Using a consistent set of practices, the teacher manages to integrate potentially conflicting student initiations into her pedagogical goals. Together, these practices make up what I call the Integration Sequence. Findings show that, rather than being a problem to be solved, unexpected student turns can become a resource for integration, both of student and teacher initiatives, and also of potentially conflicting institutional goals for the teacher.

中文翻译：

---

学生谈话作为一种资源：在数学辅导课程中整合相互冲突的议程

摘要 在实现特定教学目标的同时鼓励学生的兴趣可能需要教师进行微妙而复杂的工作。当学生发起与老师的课程计划不同的下一步行动时，平衡这些相互竞争的需求尤其困难。这篇文章基于对幼儿数学辅导课程的录像语料库，描述了一位有经验的老师如何处理这个困境。使用一套一致的实践，教师设法将潜在冲突的学生启蒙融入她的教学目标。这些实践共同构成了我所说的集成序列。调查结果表明，意外的学生转变不是需要解决的问题，而是可以成为整合的资源，无论是学生还是教师的主动性，