Social Metacognition, Micro-Creativity, and Justifications: Statistical Discourse Analysis of a Mathematics Classroom Conversation

Chapter
Part of the Computer-Supported Collaborative Learning Series book series (CULS, volume 15)

Abstract

This analysis shows how statistical discourse analysis can identify the locations and consequences of pivotal moments and how characteristics of recent turns of talk such as questions and evaluations (social metacognition) are linked to characteristics of subsequent turns of talk, such as correct ideas, new ideas, or justifications. Along with the other studies in this unit, this analysis shows how multivocality can suggest cycles of analyses and help develop further statistical methods.

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Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  1. 1.University at Buffalo—State University of New YorkBuffaloUSA

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