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Constructing a shared mathematical thinking space through collaborative group talk

Constructing a shared mathematical thinking space through collaborative group talk
Constructing a shared mathematical thinking space through collaborative group talk
This study examined the peer talk of students working together in mathematics classes ranging from 11-year-olds to 15-year-olds (Edwards 2003). It was undertaken in naturalistic classroom conditions in which audio-recordings of peer talk in collaborative small groups were analysed using Mercer’s (1995) model of three levels of linguistic, psychological, and cultural components. Evidence suggests that the roles of ‘talking aloud’ and maintaining a ‘thread of thought’ within the group are two important means of allowing public access to individual mathematical thinking. Similarly, repeated repetition and confirmation of peers’ ideas and opinions demonstrate that the group is establishing a cohesive and trusting community where the ‘ground rules’ are negotiated. Further communal mathematical activity is represented by the degree to which there is joint acceptance of the resolution of conflict both between and within individual members.
small group work, shared mathematical thinking, peer talk, talking aloud, resolution of conflict
Edwards, Julie-Ann
812fe112-cefc-4d06-8173-12a5892f7bef
Edwards, Julie-Ann
812fe112-cefc-4d06-8173-12a5892f7bef

Edwards, Julie-Ann (2009) Constructing a shared mathematical thinking space through collaborative group talk. Sixth Congress of the European Society for Research in Mathematics Education (CERME 6). 27 - 31 Jan 2009. 1 pp .

Record type: Conference or Workshop Item (Poster)

Abstract

This study examined the peer talk of students working together in mathematics classes ranging from 11-year-olds to 15-year-olds (Edwards 2003). It was undertaken in naturalistic classroom conditions in which audio-recordings of peer talk in collaborative small groups were analysed using Mercer’s (1995) model of three levels of linguistic, psychological, and cultural components. Evidence suggests that the roles of ‘talking aloud’ and maintaining a ‘thread of thought’ within the group are two important means of allowing public access to individual mathematical thinking. Similarly, repeated repetition and confirmation of peers’ ideas and opinions demonstrate that the group is establishing a cohesive and trusting community where the ‘ground rules’ are negotiated. Further communal mathematical activity is represented by the degree to which there is joint acceptance of the resolution of conflict both between and within individual members.

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More information

Published date: March 2009
Venue - Dates: Sixth Congress of the European Society for Research in Mathematics Education (CERME 6), 2009-01-27 - 2009-01-31
Keywords: small group work, shared mathematical thinking, peer talk, talking aloud, resolution of conflict

Identifiers

Local EPrints ID: 68944
URI: https://eprints.soton.ac.uk/id/eprint/68944
PURE UUID: ad9d42c6-7540-4e46-aef8-79375a6565b5

Catalogue record

Date deposited: 09 Oct 2009
Last modified: 19 Jul 2017 00:15

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