Exploratory talk in peer groups: exploring the zone of proximal development
Exploratory talk in peer groups: exploring the zone of proximal development
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.
Edwards, Julie-Ann
812fe112-cefc-4d06-8173-12a5892f7bef
2005
Edwards, Julie-Ann
812fe112-cefc-4d06-8173-12a5892f7bef
Edwards, Julie-Ann
(2005)
Exploratory talk in peer groups: exploring the zone of proximal development.
Fourth Congress of the European Society for Research in Mathematics Education (CERME 4), Sant Feliu de Guíxols, Spain.
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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Edwards_J_CERME4_paper.pdf
- Accepted Manuscript
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Published date: 2005
Venue - Dates:
Fourth Congress of the European Society for Research in Mathematics Education (CERME 4), Sant Feliu de Guíxols, Spain, 2005-02-17 - 2005-02-21
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Local EPrints ID: 18139
URI: http://eprints.soton.ac.uk/id/eprint/18139
PURE UUID: bfdb7521-3901-4d19-bb7c-cb4ab68f58af
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Date deposited: 28 Oct 2005
Last modified: 15 Mar 2024 06:03
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Author:
Julie-Ann Edwards
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