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ERIC Number: EJ780931
Record Type: Journal
Publication Date: 2007-Oct
Pages: 41
Abstractor: Author
Reference Count: 86
ISSN: ISSN-1050-8406
To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom
Nathan, Mitchell J.; Eilam, Billie; Kim, Suyeon
Journal of the Learning Sciences, v16 n4 p523-563 Oct 2007
Learning in a socially mediated context like a classroom places emphasis on the ability of learners to communicate their ideas to others, and for members of a class to achieve shared meaning or intersubjectivity (IS). We take a participatory view of IS, where both consensual agreement and disagreement are regarded as aspects of a common set of processes that mediate collective activity. Interlocutors need not demonstrate convergence toward a common idea or solution to exhibit IS and, indeed, they appear to need a shared understanding to express substantive disagreement through divergent views. Multilevel, multimodal analyses of videotape of a middle school mathematics classroom, including speech, gestures, drawing, and object use, reveal a discourse that is organized into recurrent sequences of event triads. 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. Participants frequently exhibited IS, but, as allowed for in the participatory view, the interactions did not seem to convert many students from their initial interpretations. Instead, disagreements and a desire to establish common understanding appeared to lead participants to express their divergent views in more refined and accessible ways. Advancement of our understanding of the role that IS serves in socially mediated learning has the potential to inform both educational theory and emerging areas in embodied cognition and cognitive neuroscience that addresses imitation and empathy, and thus help to bridge research between brain function and social cognition. (Contains 7 figures, 4 tables and 2 footnotes. Transcription Excerpts With Jeffersonian Notation Transcription Conventions is appended.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.; Institute of Education Sciences (ED), Washington, DC.; National Inst. of Child Health and Human Development (NIH), Bethesda, MD.; Haifa Univ. (Israel).
Authoring Institution: N/A