Using Goffman's concepts to explore collaborative interaction processes in elementary school mathematics

Brandt, Birgit; Tatsis, Konstantinos

doi:10.1080/14794800902732217

Cited by 10 publications

(5 citation statements)

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“…Such learning opportunities should be offered in the first school years, because students do not usually have the opportunity to participate in mathematical discourse practices in their everyday lives. Although there are studies that have investigated such learning opportunities at the elementary school level, these mostly involved students working together in pairs or small groups (Brandt & Tatsis, 2009;Gellert, 2014;Götze, 2014;Krummheuer, 2011;Nührenbörger & Steinbring, 2009) and rarely in wholeclass discussions (Häsel-Weide & Nührenbörger, 2021). Therefore, the present study focuses on classroom talk at the elementary school level.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Orchestrating productive classroom talk in Swiss second grade mathematics classrooms

Rüede¹

2023

Preprint

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Productive classroom talks provide learning opportunities to construct and negotiate meaningcollaboratively. To support the orchestration of productive classroom talk, teachers can use productive talkmoves. Positive relations between the number of productive talk moves, discourse quality, and learning successhave been demonstrated, but mostly at the secondary school level and in English-speaking countries. There arevery few findings from elementary school in German-speaking countries. Therefore, we analyzed classroom talkin mathematics classes in elementary schools in Switzerland (n = 22 second grade classes). The dataset includedrecordings of mathematics lessons as well as students’ pretest and posttest performance in mathematics. Theresults show that teachers varied in their use of productive talk moves and that some talk moves such asreasoning moves were preferred, depending on the teacher. In addition, the number of productive talk moves waspositively related to both the number of justifications students provided and their learning success. Implicationsfor the use of productive classroom talk in elementary school mathematics lessons are discussed.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Orchestrating productive classroom talk in Swiss second grade mathematics classrooms

Rüede¹

2023

Preprint

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“…Por ejemplo, Mottier Lopez (2003) realzó que un sistema entero de convenciones, que se expresa en términos de expectativas y obligaciones mutuales, preside a las estructuras de participación en clase implicadas en las regulaciones interactivas. Brandta & Tatsisb (2009) distinguieron diferentes roles adoptados por los principales actores concernidos en el marco de esa colaboración, y la influencia de esos roles en las posibilidades de mejoría de los procesos de aprendizaje. Al adoptar una visión interaccionista y situada de la evaluación formativa, mis trabajos se inscriben en la línea de esas investigaciones.…”

Section: Introductionunclassified

Modos de interacción como fundamento en la realización de una evaluación formativa no instrumentada

Morrissette¹

2015

Estud. pedagóg.

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Estudios Pedagógicos XLI, Nº 2: 373-388, 2015 REVISIONESModos de interacción como fundamento en la realización de una evaluación formativa no instrumentada RESUMENEl presente artículo da cuenta de una investigación que documentó las formas en las que se realiza la evaluación formativa no instrumentada en el marco de la interacción entre el profesor y los alumnos durante las actividades en clase. Más precisamente, en esta investigación se examinaron las dinámicas interactivas que tienen lugar durante dichas evaluaciones. Con este fin, se registraron en vídeo clases de 10 profesores de primaria, alternándose con entrevistas individuales, las cuales permitieron a los profesores explicar sus prácti-cas. Los resultados muestran distintos modos de interacción, tales como ajuste, confrontación, negociación, seducción e humor. Estos dejan ver que la evaluación es un momento privilegiado para la negociación del contrato pedagógico en una clase.Palabras clave: evaluación formativa, modos de interacción, docentes de primaria, socialización, contrato pedagógico. ABSTRACTThis research documents the ways in which formative assessment is informally carried out through interactions between teacher and students during classroom activities. Especially, it analyzed the interactive dynamics involved in its implementation. In order to do so, video sequences of teachers were produced in 10 elementary school classrooms with individual interviews aiming to explicit practices. The results demonstrated the presence of different types of interaction, including confrontation, adjustment, dealing, seduction, and humor. Data collected allow us to see that assessment is a privileged time for negotiating the pedagogical contract within the classroom.Key words: formative assessment, types of interaction, primary teachers, socialization, pedagogical contract. RESUMO Apresenta-se uma investigação que documentou as formas nas quais se realiza a avaliação formativa não-instrumentada no marco da interação entre professor e estudantes durante as atividades realizadas em classe. Mais precisamente, examinaram-se as dinâmicas interativas que ocorrem durante tais avaliações. Para esta finalidade, gravaram-se, em vídeo, aulas em 10 professores primários, alternando-se entre entrevistas individuais, as quais permitiram aos professores explicar as suas práticas. Resultados mostram diferentes modos de interação, tais como ajuste, confrontação, negociação, sedução e humor. Tais modos revelam que a avaliação é um momento privilegiado para negociar o acordo pedagógico em uma aula.Palavras chave: Avaliação formativa, modos de interação, professores primários, socialização, acordo pedagógico.

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“…"The development of individuals' reasoning and sense-making processes cannot be separated from their participation in the interactive constitution of taken-as-shared mathematical meanings" (Yackel & Cobb, 1996, p.460). Therefore, learning of mathematics in classes and students' in-class mathematical activities are integral to classroom social interaction (Brandt & Tatsis, 2009;Cobb, Jaworski, & Presmeg, 1996). Classroom social interaction affects both the quality of mathematics learning and student reasoning.…”

Section: Theoretical Background Rationale and Research Questionsmentioning

confidence: 99%

Using Classroom Scenarios to Reveal Mathematics Teachers’ Understanding of Sociomathematical Norms

Zembat

Yasa²

2015

IJEMST

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The purpose of this study was to uncover the degree to which in-service teachers understand sociomathematical norms and the nature of that understanding without having to enter and observe their classes. We therefore developed five classroom scenarios exemplifying classroom interactions shaped by certain sociomathematical norms. We then administered these scenarios to in-service elementary school and grade 5-12 mathematics teachers and collected their written responses. We also collected data about what teachers believe about sociomathematical norms through a Likert-type questionnaire. We then analyzed the data using quantitative and qualitative techniques. First, the findings suggest that the teachers' understanding of sociomathematical norms is neither dependent on the level of schools teachers teach, or their background or demographic characteristics such as number of years they spent in teaching, specialty area, faculty graduated, highest degree earned, and gender. Second, what teachers believe about sociomathematical norms seem to be not parallel to how they analyze the scenarios illustrating sociomathematical norms. Third, use of scenarios was helpful in revealing how teachers think about sociomathematical norms. Finally, there are three cross-cutting themes to which all the teachers referred in common for all sociomathematical norms: opposition (opposition to the core of the norm), social facilitator (considering all targeted norms as supporting and regulating the classroom social environment) and condition-based (believing that interactions given in scenarios are only possible under certain conditions).

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Using Goffman's concepts to explore collaborative interaction processes in elementary school mathematics

Cited by 10 publications

References 10 publications

Orchestrating productive classroom talk in Swiss second grade mathematics classrooms

Orchestrating productive classroom talk in Swiss second grade mathematics classrooms

Modos de interacción como fundamento en la realización de una evaluación formativa no instrumentada

Using Classroom Scenarios to Reveal Mathematics Teachers’ Understanding of Sociomathematical Norms

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