This research integrates theory building, technology design, and design-based research to address a central challenge pertaining to collective inquiry and knowledge building: how can studentdriven, ever-deepening inquiry processes become socially organized and pedagogically supported in a community? Different from supporting inquiry using pre-designed structures, we propose reflective structuration as a social and temporal mechanism by which members of a community co-construct/re-construct shared inquiry structures to shape and guide their ongoing knowledge building processes. Idea Thread Mapper (ITM) was designed to help students and their teacher monitor emergent directions and co-organize the unfolding inquiry processes over time. A study was conducted in two upper primary school classrooms that investigated electricity with the support of ITM. Qualitative analyses of classroom videos and observational data documented the formation and elaboration of shared inquiry structures. Content analysis of the online discourse and student reflective summaries showed that in the classroom with reflective structuration, students made more active and connected contributions to their online discourse, leading to deeper and more coherent scientific understandings.3
This study explores the language repair strategies (aimed at repairing communication problems) of two bilingual speakers during mathematics word problem tutoring sessions. Bilingual repair was shown to gradually shift from a linguistic to an epistemic focus during problem solving (i.e., communication became more conceptually focused over time). Linguistic repair involved varied translation techniques (literal and free), whereas epistemic repair entailed gradual refinement of specialized mathematical meanings through intralinguistic communicative strategies such as simplified rewording. It is suggested that understanding language repair may help tutors develop more effective dialogic instructional approaches to the teaching of mathematical word problems to English learners.Résumé: Cetteétude explore les stratégies de résolution langagières (visantà résoudre les problèmes de communication) de deux locuteurs bilingues au cours de sessions de tutorat visantà résoudre des problèmes de langage mathématique. Au résultat, la résolution bilingue est passée graduellement du linguistiqueà l'épistémique au cours de ces sessions (par exemple, avec le temps, la communication aété de plus en plus centrée sur les concepts). La résolution langagière implique différentes techniques de traduction (littérale ou libre) tandis que la résolution de typeépistémique implique un raffinement graduel des signifiés mathématiques spécialisés par le biais de stratégies communicatives intralinguistiques telles que la reformulation simplifiée.À notre avis une meilleure compréhension des questions de résolution langagière pourrait aider les enseignantsà mettre au point des approches dialogiques plus efficaces lorsqu'il s'agit d'enseigner aux apprenants anglophones les mots propres au langage mathématique.
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