"I'm 'Trying' to Figure This Out. Why Don't 'You' Come up Here?": Heterogeneous Talk and Dialogic Space in a Mathematics Discussion

Autor/inn/en	Langer-Osuna, Jennifer M.; Avalos, Mary A.
Titel	"I'm 'Trying' to Figure This Out. Why Don't 'You' Come up Here?": Heterogeneous Talk and Dialogic Space in a Mathematics Discussion
Quelle	In: ZDM: The International Journal on Mathematics Education, 47 (2015) 7, S.1313-1322 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-015-0735-y
Schlagwörter	Elementary School Mathematics; Grade 4; Urban Schools; Classroom Communication; Dialogs (Language); Teaching Methods; Mathematical Concepts; Problem Solving; Thinking Skills; Cooperative Learning + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; School year 04; 4. Schuljahr; Schuljahr 04; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Klassengespräch; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Denkfähigkeit; Kooperatives Lernen
Abstract	In this paper, we frame mathematics classrooms as heterogeneous spaces wherein students draw on multiple storylines based on different notions of schooling and school mathematics to both communicate mathematical ideas and position themselves and one another. We focus on a fourth grade (age range 9.4-10.8 years) mathematics classroom discussion in a racially and linguistically diverse urban school in the Southeastern US. Our results reveal that some students drew from traditional notions of school mathematics focused on evaluating right and wrong answers, while others drew on a more dialogic notion of school mathematics supported by local ground rules for making reasoning explicit, revising one's thinking, and inviting multiple voices. The result was a heterogeneous space that both enabled and constrained possibilities for the construction of a dialogic space. We end with a discussion of the complexities of dialogic teaching in mathematics classrooms given the discipline's narrative history. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01