"What Do You Think She's Going to Do Next?" Irresolution and Ambiguity as Resources for Collective Engagement

Autor/inn/en	Johnson, Nicholas C.; Franke, Megan L.; Webb, Noreen M.; Ing, Marsha; Burnheimer, Eric; Zimmerman, Joy
Titel	"What Do You Think She's Going to Do Next?" Irresolution and Ambiguity as Resources for Collective Engagement
Quelle	In: Cognition and Instruction, 41 (2023) 3, S.348-380 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Nicholas C.) ORCID (Franke, Megan L.) ORCID (Webb, Noreen M.) ORCID (Ing, Marsha) ORCID (Burnheimer, Eric) ORCID (Zimmerman, Joy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2022.2129641
Schlagwörter	Classroom Environment; Discussion (Teaching Technique); Student Participation; Classroom Communication; Teacher Response; Mathematics Instruction; Learner Engagement; Grade 3; Elementary School Students; Elementary School Teachers; Public Schools; Teacher Student Relationship; California + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassengespräch; Lehrerkommentar; Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Teacher student relationships; Lehrer-Schüler-Beziehung; Kalifornien
Abstract	Understanding how learning environments productively mobilize children's ideas as resources for participation in joint activity is an ongoing focus of research on classroom instruction. We investigated whole-class mathematics conversations in which multiple students participated in ways previous research suggests are consequential for learning. We found that in such conversations, students rarely presented the entirety of their solutions before other students engaged. Rather, incomplete explanations and written representations that emerged over time created entry points for other students to contribute in mathematically substantive ways. These aspects of student participation operated in combination with teachers' in-the-moment responses to create opportunities for, and publicly recognize, different kinds of contributions as resources for collective work. Our findings suggest that, rather than challenges to communication that must be overcome, students' vague, unfinished, and ambiguous ideas present productive contributions that can be leveraged to support collective mathematical work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01