Introducing Dialogic Pedagogy in Early Years Mathematics: Contrasting Authoritative and Persuasive Discourses
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| Title: | Introducing Dialogic Pedagogy in Early Years Mathematics: Contrasting Authoritative and Persuasive Discourses |
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| Language: | English |
| Authors: | Carol Murphy, Tracey Muir, Damon Thomas, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2025. |
| 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: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education Grade 2 |
| Descriptors: | Mathematics Instruction, Elementary School Mathematics, Grade 1, Grade 2, Persuasive Discourse, Classroom Communication, Language Usage, Elementary School Teachers, Elementary School Students, Cooperative Learning |
| Abstract: | The study presented in this research report aims to compare and contrast the pedagogical approaches in early years mathematics. We present transcript data from a baseline and end lesson from one teacher as part of a broader study to introduce dialogic pedagogy and collaborative group work. The pedagogical approaches are analysed in relation to Bakhtin's notions of authoritative and internally persuasive discourses and on the teachers and students' use of language. We highlight how language can balance authoritative and persuasive discourses and influence the way students collaborate and assimilate the mathematics. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676457 |
| Database: | ERIC |
| Abstract: | The study presented in this research report aims to compare and contrast the pedagogical approaches in early years mathematics. We present transcript data from a baseline and end lesson from one teacher as part of a broader study to introduce dialogic pedagogy and collaborative group work. The pedagogical approaches are analysed in relation to Bakhtin's notions of authoritative and internally persuasive discourses and on the teachers and students' use of language. We highlight how language can balance authoritative and persuasive discourses and influence the way students collaborate and assimilate the mathematics. |
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