The importance of dialogic processes to conceptual development in mathematics

Kazak, Sibel; Wegerif, Rupert; Fujita, Taro

doi:10.1007/s10649-015-9618-y

Cited by 47 publications

(40 citation statements)

References 30 publications

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“…Other research has focused on investigating the development of dialogue supported by technology in primary-education small group work (e.g. Kazak, Wegerif, & Fujita, 2015). In contrast to previous research conducted mainly in primary education and in whole-class setting context (Engin & Donanci, 2015;Higham, Brindley, & Van de Pol;, this study will contribute with further research in the use of a whole collection of interactive technologies in promoting or inhibiting rich dialogues during small group interaction for co-creation in a secondary education.…”

Section: Interactive Technologies and Collaborative Creativitymentioning

confidence: 98%

Using interactive technologies to promote a dialogic space for creating collaboratively: A study in secondary education

Pifarré

2019

Thinking Skills and Creativity

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This research expands our understanding on the role of interactive technologies to draw learners into a dialogic space capable to promote ways of thinking creatively together. Grounded on dialogic theory, the research examines and characterizes the emergence of co-creative processes in an interactive technology framework. To this end, this paper reports on an empirical study with secondary-school students who followed a technology-enhanced dialogic pedagogy that promotes co-creativity in real secondary-education classrooms. Qualitative methodology was used to document reallife multimodal interaction. The video data was processed in different phases to develop an analytical framework capable of identifying strings of episodes indicating typical facets of technology-enhanced co-creative processes. Results provided seven typical co-creative facets: 1) collective framing of the task; 2) overcoming technological challenges; 3) engagement in generating a shared pool of ideas; 4) developing intersubjectivity; 5) fusing ideas for a new perspective; 6) evaluation of ideas and 7) making ideas a reality. Furthermore, the findings show that each co-creative facet covers specific objectives in the co-creativity cycle and presents distinct features along three key dimensions: a) co-creative processes involved, b) typical discourse features and, c) dialogic use of specific technology affordances (e.g. visibility, interactivity, responsiveness, multimodal representation, provisional, stability, re-usability) for co-creating. Future educational implications to design a more 2 effective technology-enhanced dialogic pedagogy that can connect learners to their creative potential are also discussed.

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Section: Interactive Technologies and Collaborative Creativitymentioning

confidence: 98%

Using interactive technologies to promote a dialogic space for creating collaboratively: A study in secondary education

Pifarré

2019

Thinking Skills and Creativity

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“…Syntheses of research on teaching suggest that effective pedagogy in mathematics and science is characterised by interactive whole‐class teaching and collaborative small‐group work, notably drawing on student thinking (Schroeder et al ., ; Slavin et al ., ; Ruthven, ). These findings resonate with research on classroom pedagogy emphasising the benefits of dialogic teaching (Mercer et al ., ; Mercer & Sams, ; Scott et al ., ; Kazak et al ., ). Definitions of dialogic teaching characteristically invoke two broad aspects of classroom activity.…”

Section: Introduction: Dialogic Teaching and The Difficulty Of Changimentioning

confidence: 97%

“…The other set of features concerns the ideas involved, emphasising the importance of valuing and giving space to multiple viewpoints (e.g. Scott et al ., ; Ruthven & Hofmann, ; Kazak et al ., ). Our own research suggests that while these features are linked, they are not identical (Maine & Hofmann, ; Ruthven et al ., ).…”

Section: Introduction: Dialogic Teaching and The Difficulty Of Changimentioning

confidence: 97%

Operational, interpersonal, discussional and ideational dimensions of classroom norms for dialogic practice in school mathematics

Hofmann

Ruthven

2018

British Educational Res J

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While research suggests that interactive pedagogy drawing on students' ideas can improve learning outcomes, it has been found difficult to change mathematics classroom practice in this direction. The reasons for this difficulty remain poorly understood, hindering change at scale. This article focuses on the under-researched normative aspect of such practice which shapes participants' actions and expectations. Drawing on theories of social practice and interaction, we define norms as recurrent and socially obligating patterns of, and rationales for, behaviour in a particular social practice. We then examine empirically what and how (new) norms associated with this type of pedagogy are manifest in classroom discursive activity by examining talk across 21 school mathematics lessons by 12 teachers implementing a dialogic intervention. While there is a clear distinction between surface norms and underlying rationales, and a consistent set of surface norms relating to classroom talk can be identified, deeper analysis finds norms to be multi-dimensional. We illustrate how a surface norm, such as 'Respect others' ideas', can be enunciated in terms of multiple underlying rationales which we term operational, interpersonal, discussional and ideational. Our findings shed new light on why the dialogic intentions of such interventions are often realised in a superficial way. We further examine the ways in which teachers hold students and themselves accountable to the ideational dimension-the dimension that relates to taking students' ideas seriously in classroom dialogue.

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“…For example, a student asking another student the simple open question 'Why?' can, under certain circumstances, trigger a pause in the dialogue in which more possibilities are considered and as a result, a better answer to a problem may be found (Kazak, Wegerif & Fujita, 2013;Kazak, Wegerif & Fujita, 2015). We refer to this kind of move as 'opening a dialogic space' (Wegerif, 2013).…”

Section: Introductionmentioning

confidence: 99%

Combining scaffolding for content and scaffolding for dialogue to support conceptual breakthroughs in understanding probability

Kazak

Wegerif

Fujita

2015

ZDM Mathematics Education

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In this paper, we explore the relationship between scaffolding, dialogue, and conceptual breakthroughs, using data from a design-based research study that focuses on the development of understanding of probability in 10-12 year old students. The aim of the study is to gain insight into how the combination of scaffolding for content using technology and scaffolding for dialogue can facilitate conceptual breakthroughs. We analyse video-recordings and transcripts of pairs and triads of students solving problems using the TinkerPlots software with teacher interventions, focusing on moments of conceptual breakthrough. Data show that dialogue scaffolding promotes both dialogue moves specific to the context of probability and dialogue in itself. This paper focuses on episodes of learning that occur within dialogues framed and supported by dialogue scaffolding. We present this as support for our claim that combining scaffolding for content and scaffolding for dialogue can be effective in students' conceptual development. This finding contributes to our understanding of both scaffolding and dialogic teaching in mathematics education by suggesting that scaffolding can be used effectively to prepare for conceptual development through dialogue.

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The importance of dialogic processes to conceptual development in mathematics

Cited by 47 publications

References 30 publications

Using interactive technologies to promote a dialogic space for creating collaboratively: A study in secondary education

Using interactive technologies to promote a dialogic space for creating collaboratively: A study in secondary education

Operational, interpersonal, discussional and ideational dimensions of classroom norms for dialogic practice in school mathematics

Combining scaffolding for content and scaffolding for dialogue to support conceptual breakthroughs in understanding probability

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