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ERIC Number: ED496312
Record Type: Non-Journal
Publication Date: 2006-Oct
Pages: 42
Abstractor: ERIC
To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom. WCER Working Paper No. 2006-6
Nathan, Mitchell J.; Eilam, Billie; Kim, Suyeon
Wisconsin Center for Education Research (NJ1)
Theories of learning in social settings, no matter their philosophical orientation, must address issues of intersubjectivity (IS). This paper starts with the premise that IS is a fundamental and unavoidable aspect of social interaction, and that understanding its nature is necessary for developing reliable theories of socially mediated learning and for designing the next generation of effective learning environments. The authors' central hypothesis is that IS acts as more than a point of convergence toward a common idea or solution, but that the dynamics toward and away from convergent ideas appears to be instrumental in fostering sustained and engaging discourse and influencing the representations that students propose during problem solving. They use discourse analysis techniques to show how IS is manifest in the classroom and explore its role in structuring and perpetuating participants' intellectual interactions. (Contains 4 tables and 7 figures.) [Production of this paper was funded by: the Interagency Educational Research Initiative, an alliance of the National Science Foundation, the Department of Education's Institute of Education Sciences, and the National Institute of Child Health and Human Development within the National Institutes of Health; and the University of Haifa.]
Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Grade 6; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Wisconsin Center for Education Research, Madison.
Grant or Contract Numbers: N/A