Friendship Groups and Socially Constructed Mathematical Knowledge
Friendship Groups and Socially Constructed Mathematical Knowledge
This paper examines an aspect of collaborative group work arising from a study of peer talk in secondary school mathematics classrooms. The study focused on the extent to which ‘exploratory talk’, defined as the type of talk which indicates reasoning, occurs in these collaborative groups. One feature of this study, which became evident in transcripts of peer talk and in subsequent interviews with students, was the extent to which friendship groupings supported mathematical learning. Evidence from transcripts of peer talk which indicates this type of support is discussed.
collaborative group work, exploratory talk, friendship groups
Edwards, Julie-Ann
62e500a9-8d37-4489-bc49-21d3e60987ae
November 2004
Edwards, Julie-Ann
62e500a9-8d37-4489-bc49-21d3e60987ae
Edwards, Julie-Ann
(2004)
Friendship Groups and Socially Constructed Mathematical Knowledge.
Proceedings of the British Society for Research into Learning Mathematics, 24 (3).
Abstract
This paper examines an aspect of collaborative group work arising from a study of peer talk in secondary school mathematics classrooms. The study focused on the extent to which ‘exploratory talk’, defined as the type of talk which indicates reasoning, occurs in these collaborative groups. One feature of this study, which became evident in transcripts of peer talk and in subsequent interviews with students, was the extent to which friendship groupings supported mathematical learning. Evidence from transcripts of peer talk which indicates this type of support is discussed.
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Published date: November 2004
Keywords:
collaborative group work, exploratory talk, friendship groups
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Local EPrints ID: 18142
URI: http://eprints.soton.ac.uk/id/eprint/18142
PURE UUID: e059310e-3fde-47c6-bc7e-64213b954244
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Date deposited: 28 Oct 2005
Last modified: 11 Dec 2021 14:17
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Author:
Julie-Ann Edwards
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