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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 At Fourth Congress of the European Society for Research in Mathematics Education (CERME 4). 17 - 21 Feb 2005. 10 pp.

Record type: Conference or Workshop Item (Paper)

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.

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More information

Published date: 2005
Venue - Dates: Fourth Congress of the European Society for Research in Mathematics Education (CERME 4), 2005-02-17 - 2005-02-21

Identifiers

Local EPrints ID: 18139
URI: http://eprints.soton.ac.uk/id/eprint/18139
PURE UUID: bfdb7521-3901-4d19-bb7c-cb4ab68f58af

Catalogue record

Date deposited: 28 Oct 2005
Last modified: 17 Jul 2017 16:36

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