Catalyzing Teacher Moves in Small-Group Problem Solving: A Quantitative Discourse Analysis
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| Title: | Catalyzing Teacher Moves in Small-Group Problem Solving: A Quantitative Discourse Analysis |
|---|---|
| Language: | English |
| Authors: | Isabel White (ORCID |
| Source: | International Journal of Research & Method in Education. 2025 48(3):239-253. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Small Group Instruction, Problem Solving, Mathematics Instruction, Facilitators (Individuals), Learner Engagement, Thinking Skills, Abstract Reasoning, Student Attitudes, Interaction Process Analysis, Discourse Analysis, Grade 7 |
| DOI: | 10.1080/1743727X.2024.2384732 |
| ISSN: | 1743-727X 1743-7288 |
| Abstract: | This report validates a novel quantitative methodology for analyzing moment-to-moment interactions in classrooms called the Poisson Process Methodology (PPM). PPM differs from moment-to-moment qualitative and quantitative analyzes typically used in education by using time-series data to quantify the degree to which the presence of facilitator moves affect the future rate of student actions. Using PPM in the context of small-group problem solving further validates the use of the method in several settings in education. We applied the method to data from a larger study about students' engagement in reasoning abstractly and quantitatively as they worked on mathematics problems with a facilitator. We present empirical results of PPM performed on two semi-structured interviews involving a facilitator and two students, which led to some interpretable results that extend previous understandings of forms of talk that promote quantitative reasoning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471865 |
| Database: | ERIC |
| Abstract: | This report validates a novel quantitative methodology for analyzing moment-to-moment interactions in classrooms called the Poisson Process Methodology (PPM). PPM differs from moment-to-moment qualitative and quantitative analyzes typically used in education by using time-series data to quantify the degree to which the presence of facilitator moves affect the future rate of student actions. Using PPM in the context of small-group problem solving further validates the use of the method in several settings in education. We applied the method to data from a larger study about students' engagement in reasoning abstractly and quantitatively as they worked on mathematics problems with a facilitator. We present empirical results of PPM performed on two semi-structured interviews involving a facilitator and two students, which led to some interpretable results that extend previous understandings of forms of talk that promote quantitative reasoning. |
|---|---|
| ISSN: | 1743-727X 1743-7288 |
| DOI: | 10.1080/1743727X.2024.2384732 |
