Using Dialogic Talk to Teach Mathematics: The Case of Interactive Groups

Autor/inn/en	Díez-Palomar, Javier; Olivé, Joan Cabré
Titel	Using Dialogic Talk to Teach Mathematics: The Case of Interactive Groups
Quelle	In: ZDM: The International Journal on Mathematics Education, 47 (2015) 7, S.1299-1312 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-015-0728-x
Schlagwörter	Mathematics Education; Dialogs (Language); Discourse Analysis; Teaching Methods; Interaction Process Analysis; Cooperative Learning; Learning Processes; Tutors; Research Methodology; Video Technology; Children; Educational Benefits; Teacher Role + Suchen Sie Ihr Suchwort? Mathematische Bildung; Dialog; Dialogs; Dialogue; Dialogues; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Prozessanalyse; Kooperatives Lernen; Learning process; Lernprozess; Förderlehrer; Lehrender; Tutor; Research method; Forschungsmethode; Child; Kind; Kinder; Bildungsertrag; Lehrerrolle
Abstract	This article explores the types of interactions that take place within "Interactive Groups" when individuals come to a meaningful understanding of mathematics. We discuss the possibility for dialogic talk to unveil the process of learning, and we explore the role that tutors may play in making this process happen. We postulate that learning-with-understanding may occur more likely in dialogic spaces where individuals use dialogic talk. We use a methodological tool to analyse interaction, drawing on video-recorded data. We conclude that dialogic talk may generate meaningful learning situations that may improve children's mathematics learning. However, dialogic interaction may also prompt students to use claims that are not mathematically valid. The role of the adult to guide interaction within such situations needs to be further explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01