Multimodal dialogue in small-group mathematics learning

Abdu, Rotem; Helden, Gitte van; Alberto, Rosa; Bakker, Arthur

doi:10.1016/j.lcsi.2021.100491

Cited by 11 publications

(7 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…When two voices acknowledge the gap, agents might strive to overcome it-by listening to each other and maybe by accepting the other's perspective. These attempts of a student to take others' perspectives could result in the development of her or his voice (or at least see the other's perspective) (Abdu et al, 2021). In the current study design, we operated such interplays between individual and collaborative learning.…”

Section: Discussionmentioning

confidence: 99%

“…An idea central to dialogic pedagogy is the voice, "the intentions […] individual speakers present in each utterance" (Barwell, 2016, p. 335). A voice is situated-it is always about "something" (e.g., an idea, concept, or opinion) (Wegerif, 2011); it is contingent due to immanent continuous interaction with other voices (Bakhtin, 1984); it is subjective and multimodal (Abdu et al, 2021); it can be changed in interaction with cultural agents manifested in people and technology (Wegerif & Major, 2019). A dialogue happens when and where two or more different voices interact.…”

Section: Interpersonal Considerations For Group Formationmentioning

confidence: 99%

See 1 more Smart Citation

Pedagogical Considerations for Designing Automated Grouping Systems: the Case of the Parabola

Abdu

Olsher

Yerushalmy

2021

Digit Exp Math Educ

Self Cite

View full text Add to dashboard Cite

This article queries how learning analytics systems can support content-specific group formation to develop students’ thinking about a specific mathematical concept. Automated group formation requires identifying personal characteristics, designing tasks to probe students’ perceptions, and grouping them to increase individual learning chances. Designers of automated group formation recommendation modules (GFRMs) rarely consider content-specific objectives. We draw on theories on conceptual learning in mathematics and dialogic thinking to emphasize the role of a dialogic gap between students’ voices to enhance individual learning. In an experiment, fifty 8th and 9th grade students solved three mathematical tasks in a pre-intervention-post-set-up: individually, then in dyads, and then individually again. We used a learning analytics system to collect fine-grained content-specific data on students’ responses based on four pre-defined aspects of the parabola concept. We compared students’ answers with those of their peers in order to identify interpersonal relations. The experiment results indicate that students’ thinking about the parabola concept was the most successfully developed when every group member had a different perception of this concept. We illustrate the learning trajectories of four students and elaborate on the learning sequence of one of these students in particular. This article suggests that the centrality of a dialogic gap in developing personal learning is probably content independent. We thus call for software engineers to think about GFRMs that can support content-specific learning and instruction.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Interpersonal Considerations For Group Formationmentioning

confidence: 99%

Pedagogical Considerations for Designing Automated Grouping Systems: the Case of the Parabola

Abdu

Olsher

Yerushalmy

2021

Digit Exp Math Educ

Self Cite

View full text Add to dashboard Cite

show abstract

“…Such practices may help teachers and students mutually collaborate for activation, motivation, and a more significant cognitive gain in terms of meaningful learning of mathematics in the classroom (Boheim et al, 2021). Therefore, the dialogue can be regarded as a critical tool for mathematics educators to engage themselves and students in the process of co-generating knowledge of mathematics education in terms of cultural and social agents that drive co-learning and co-development (Abdu et al, 2021). Therefore, mathematics educators' critical conscience on students' construction of mathematical knowledge through culture, communication, collaboration, and context should be emphasized in teacher education and development programs.…”

Section: Idiographic Pass 1: Culture Communication Collaboration and ...mentioning

confidence: 99%

Critical Conscience for Construction of Knowledge in Mathematics Education

Acharya

Belbase

Panthi

et al. 2022

IJEMST

View full text Add to dashboard Cite

The process of constructing knowledge in mathematics education is critical in developing it as a discipline with an impact on the field of teaching, learning, and assessment based on theory and practice. How do mathematics educators perceive the processes of knowledge construction in mathematics education? It may have an implication in the methods of teaching, learning, and researching to enrich this discipline. In this context, the purpose of this study was to explore the Nepali mathematics educators’ perspectives on critical conscience for the construction of knowledge in mathematics education. The research participants were five university-level mathematics educators who participated in in-depth interviews on critical conscience in mathematics education. The qualitative thematic analysis of the interview data unveiled four major thematic groups in terms of four idiographic passes– culture, communication, collaboration, and context (4Cs); discourse, dedication, deliberation, and development (4Ds); equity, engagement, elaboration, and extension (4Es); and formation, fusion, frame of reference, and faculty of cognition (4Fs). The thematic interpretations of critical conscience may portray the paradigmatic assumptions of ontological, epistemological, and axiological primacy of mathematics education from the participants’ views. Policy and pedagogical implications of the themes have been discussed.

show abstract

“…The first description of this database appeared in 2006 [65] while the released version of the database was in 2014 [64]. The selection of math subject rather than other subjects can be attributed to that mathematics solution thinking and answer explaining are embodied in physical activity [66], [67].…”

Section: Learning Activitiesmentioning

confidence: 99%

A Comprehensive Literature Review on Children’s Databases for Machine Learning Applications

2022

View full text Add to dashboard Cite

The COVID-19 pandemic can be attributed as a main factor to accelerate the current digital transformation and to encourage innovation and technological adoption. Consequently, the care provided to our children, one of the significant aspects of life, needs to be adapted with the life's changes. Children are our future and our most precious resources. They need our attention in all life domains including health, education, safety and social interaction. Nowadays, technologies have been incorporated with machine learning and it has been proven that they are more powerful, reliable and profitable. Machine learning methods have been applied by many children-related studies to generate predictive models for different applications. The efficacy of the generated models mainly rely on the constructed databases. This article carries out a comprehensive survey on available children's databases constructed for machine-learningbased solutions with their methodologies, characteristics, challenges, and applications. First, it provides an overview of the available studies and classifies them based on their applications. Next, it defines a set of attributes and evaluates them while also shedding light on their pros and cons. The primary concerns related to collection, development and distribution of children's databases are also discussed. This study can be considered as a guideline for researchers in multidisciplinary fields to construct reliable databases and to develop more advanced techniques.

show abstract

Multimodal dialogue in small-group mathematics learning

Cited by 11 publications

References 35 publications

Pedagogical Considerations for Designing Automated Grouping Systems: the Case of the Parabola

Pedagogical Considerations for Designing Automated Grouping Systems: the Case of the Parabola

Critical Conscience for Construction of Knowledge in Mathematics Education

A Comprehensive Literature Review on Children’s Databases for Machine Learning Applications

Contact Info

Product

Resources

About