Exploratory talk in peer groups: exploring the zone of proximal development


Edwards, Julie-Ann (2005) Exploratory talk in peer groups: exploring the zone of proximal development. In, Fourth Congress of the European Society for Research in Mathematics Education (CERME 4), Sant Feliu de Guíxols, Spain, 17 - 21 Feb 2005. Spain, European Society for Research in Mathematics Education (ERME)10pp.

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Description/Abstract

This paper reports on a study which examined the occurrence of ‘exploratory talk’, as defined by Barnes (1976) and Mercer (1995), amongst peers in collaborative small groups in secondary school mathematics classrooms (11 to 16 years) in a UK school. This form of talk is thought to contribute to mathematical reasoning. The classroom learning environment in which the study was undertaken is based on sociocultural theories of learning and emancipatory pedagogic practices. The study was undertaken in naturalistic settings during the normal activity of each of the classes. Findings support the neo-Vygotskian view of social dialogic amongst peers as a means of generating talk which culminates in cognitive change.

Item Type: Conference or Workshop Item (Paper)
Related URLs:
Subjects: L Education > LB Theory and practice of education
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
University Structure - Pre August 2011 > School of Education
ePrint ID: 18139
Date Deposited: 28 Oct 2005
Last Modified: 27 Mar 2014 18:07
URI: http://eprints.soton.ac.uk/id/eprint/18139

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