Abstract
This article explores the types of interactions that take place within “Interactive Groups” when individuals come to a meaningful understanding of mathematics. We discuss the possibility for dialogic talk to unveil the process of learning, and we explore the role that tutors may play in making this process happen. We postulate that learning-with-understanding may occur more likely in dialogic spaces where individuals use dialogic talk. We use a methodological tool to analyse interaction, drawing on video-recorded data. We conclude that dialogic talk may generate meaningful learning situations that may improve children’s mathematics learning. However, dialogic interaction may also prompt students to use claims that are not mathematically valid. The role of the adult to guide interaction within such situations needs to be further explored.
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Notes
Wood et al. (1986) distinguish between recruitment, reduction in degrees of freedom, direction maintenance, marking critical features, frustration control and demonstration, as steps of the scaffolding process.
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Díez-Palomar, J., Olivé, J.C. Using dialogic talk to teach mathematics: the case of interactive groups. ZDM Mathematics Education 47, 1299–1312 (2015). https://doi.org/10.1007/s11858-015-0728-x
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DOI: https://doi.org/10.1007/s11858-015-0728-x