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ERIC Number: EJ1081934
Record Type: Journal
Publication Date: 2015-Nov
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1863-9690
Using Dialogic Talk to Teach Mathematics: The Case of Interactive Groups
Díez-Palomar, Javier; Olivé, Joan Cabré
ZDM: The International Journal on Mathematics Education, v47 n7 p1299-1312 Nov 2015
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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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A