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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
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
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Introducing Dialogic Pedagogy in Early Years Mathematics: Contrasting Authoritative and Persuasive Discourses
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  Data: <searchLink fieldCode="AR" term="%22Carol+Murphy%22">Carol Murphy</searchLink><br /><searchLink fieldCode="AR" term="%22Tracey+Muir%22">Tracey Muir</searchLink><br /><searchLink fieldCode="AR" term="%22Damon+Thomas%22">Damon Thomas</searchLink><br /><searchLink fieldCode="AR" term="%22Mathematics+Education+Research+Group+of+Australasia+%28MERGA%29%22">Mathematics Education Research Group of Australasia (MERGA)</searchLink>
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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: 8
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: ED676457
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      – Text: English
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      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
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      – SubjectFull: Persuasive Discourse
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      – SubjectFull: Classroom Communication
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Cooperative Learning
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    Titles:
      – TitleFull: Introducing Dialogic Pedagogy in Early Years Mathematics: Contrasting Authoritative and Persuasive Discourses
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