Microgenetic Analysis of Group-Based Solution of Complex Two-Step Mathematical World Problems by Fourth Graders

Taylor, Jill; Cox, Brian D.

doi:10.1207/s15327809jls0602_2

Cited by 17 publications

(10 citation statements)

References 22 publications

(23 reference statements)

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“…He compared the pedagogical approaches of Japanese and American teachers and found that Japanese teachers spend more time than American teachers aligning students’ mathematical ideas with disciplinary conventions to which they are accountable. However, scaffolding argumentation practices is a highly complex activity (Anghileri, 2006; Taylor & Cox, 1997). It is complex because teachers and students are “negotiating more than conceptual differences.…”

Section: Resultsmentioning

confidence: 99%

The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms

Walshaw

Anthony

2008

Review of Educational Research

264

154

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Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse. Synthesizing the literature around a number of key themes, the authors critically assess the kinds of human infrastructure that promote mathematical discourse in the classroom and that allow students to achieve desirable outcomes. From the findings, they conclude with implications for teachers.

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Section: Resultsmentioning

confidence: 99%

The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms

Walshaw

Anthony

2008

Review of Educational Research

264

154

View full text Add to dashboard Cite

show abstract

“…However, the majority of analytical techniques employed still leave the actual developmental processes to be inferred. Most studies continue to rely on 'traditional' analysis of variance (ANOVA) approaches to identify change by examining general patterns in the variability within and between individuals over time (e.g., Blöte, Resing, Mazem, & van Noort 1999;Blö te van Otterloo, Stevenson, & Veenman 2004;Siegler, 1995;Taylor & Cox, 1997;Tunteler & Resing, 2002). One benefit of ANOVA is that it is sensitive to both the shared patterns of performance of individuals across time and to variability between groups.…”

Section: Tensions In the Approaches To Analysing Microgenetic Datamentioning

confidence: 99%

Modelling change: new opportunities in the analysis of microgenetic data

Cheshire¹,

Muldoon²,

Francis³

et al. 2007

Infant and Child Development

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Despite the increasing use of the microgenetic methodology to examine change, the techniques employed to analyse microgenetic data remain fairly unsophisticated. This paper reviews the existing ways of analysing such data and describes their limitations. We use two recent studies to illustrate how modelling can avoid these problems and reveal important aspects of children's cognitive development. The first example illustrates the use of quasi-binomial modelling to examine 6-and 7-year olds' analogical reasoning development. This method offered insights into the way in which children develop, in terms of the rate and path of change, and how different instructional cues can affect their performance. The second study employs a random effects logistic model to analyse the development of preschoolers' counting skills. This technique was employed to examine different influences on children's use of counting to compare quantities. We argue that the key benefit of such modelling approaches is that they are able to tap into the process of change whilst not compromising statistical assumptions. Copyright # 2007 John Wiley & Sons, Ltd.Key words: microgenetic; modelling; cognitive development; change If microgenetic studies are superior to longitudinal and cross-sectional designs it is because the intensive nature of data can reveal detailed information about what actually occurs during periods of rapid change. Rather than inferring the processes that lie between the initial and end states of a transition, these methods make it possible to analyse change from a number of different perspectives. However, such goals can only be achieved if researchers have the analytic framework and tools for assessing the process of change. In this paper, we argue

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“…In addition to the discourse demands, constituting learning communities in classrooms raises a host of interpersonal challenges. For example, Taylor and Cox (1997) determined that a significant predictor of success in these contexts is the ability and inclination of participants to assume shared ownership for learning, which called for attaining agreement before moving on with the task at hand, and feeling sufficiently safe to externalize thinking, even when one is unsure of this thinking. However, O'Connor's study (O'Connor, 1998) of sixth graders' interactions in mathematics classes revealed the ways in which students' ideas were often subordinated to social processes that arose from past interactions among students.…”

Section: Introductionmentioning

confidence: 99%

The case of Carla: Dilemmas of helping all students to understand science

2002

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This paper tells the story of four sixth-grade students, of mixed race and social class, who worked together in a small group. All four students were intrigued as they experimented with colored solutions of different densities. They all wanted to share ideas about the techniques they had used, the observations they had made, and the patterns they had seen. They all wanted to understand why the colored solutions acted as they did. In spite of these common interests, they often failed to achieve intersubjective communication about the colored solutions or about the process of planning and making a poster to report their findings. We explain these failures using the sociolinguistic concepts of polysemy, privileging, and holding the floor. In particular, Carla (an African American girl) was unable to hold the floor within the group, so her opportunities for science learning were diminished. The four students were not overtly prejudiced in their speech or actions. Yet the expectations they brought with them about how and when people should talk, how work should be done, and what standards of quality they should aspire to led them to reconstruct among themselves some of the most troubling inequities of our society as a whole. This story is about important connections. In particular it is about how the actions of children are connected to the histories of their families, and how the privileging of ideas is connected to that of people, and how the practice of science is connected to that of discrimination. Science education reformers may underestimate the difficulty of separating conceptual conflict about ideas from interpersonal conflict about privilege and status.

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Microgenetic Analysis of Group-Based Solution of Complex Two-Step Mathematical World Problems by Fourth Graders

Abstract: Journal of the Learning SciencesPublication details, including instructions for authors and subscription information:

Cited by 17 publications

References 22 publications

The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms

The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms

Modelling change: new opportunities in the analysis of microgenetic data

The case of Carla: Dilemmas of helping all students to understand science

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