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Promoting Mathematical Reasoning in the Early Years through Dialogic Talk

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Title: Promoting Mathematical Reasoning in the Early Years through Dialogic Talk
Language: English
Authors: Anita Stibbard, Christine Edwards-Groves, Christina Davidson, Mathematics Education Research Group of Australasia (MERGA)
Source: Mathematics Education Research Group of Australasia. 2024.
Availability: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Peer Reviewed: N
Page Count: 8
Publication Date: 2024
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Descriptors: Dialogs (Language), Mathematics Instruction, Teaching Methods, Classroom Techniques, Thinking Skills, Teacher Student Relationship, Discourse Analysis, Audio Equipment, Transcripts (Written Records), Grade 1, Elementary School Students, Foreign Countries
Geographic Terms: Australia
Abstract: This article presents research focused on establishing ways that dialogic talk between teachers and students promotes mathematical reasoning in early years classrooms. Data are drawn from recorded and transcribed Year 1 mathematics lessons. Conversation analysis provides close examination of the talk-in-interaction practices of teachers and students and reveals how mathematical reasoning is co-produced through the turn-by-turn exchange structures between teachers and students. Analysis of selected transcripts illustrates how different teacher talk moves create a dialogic space that make student mathematical reasoning possible. Implications for classroom practices are made.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED661028
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Promoting Mathematical Reasoning in the Early Years through Dialogic Talk
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  Data: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
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  Data: This article presents research focused on establishing ways that dialogic talk between teachers and students promotes mathematical reasoning in early years classrooms. Data are drawn from recorded and transcribed Year 1 mathematics lessons. Conversation analysis provides close examination of the talk-in-interaction practices of teachers and students and reveals how mathematical reasoning is co-produced through the turn-by-turn exchange structures between teachers and students. Analysis of selected transcripts illustrates how different teacher talk moves create a dialogic space that make student mathematical reasoning possible. Implications for classroom practices are made.
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  Data: 2024
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  Data: ED661028
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    Languages:
      – Text: English
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        PageCount: 8
    Subjects:
      – SubjectFull: Dialogs (Language)
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Discourse Analysis
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      – SubjectFull: Audio Equipment
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      – SubjectFull: Transcripts (Written Records)
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      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Australia
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      – TitleFull: Promoting Mathematical Reasoning in the Early Years through Dialogic Talk
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