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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 0000-0003-4019-3866), William Zahner (ORCID 0000-0002-2823-0436), Alexander White
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
FullText Text:
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  Data: Catalyzing Teacher Moves in Small-Group Problem Solving: A Quantitative Discourse Analysis
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  Data: <searchLink fieldCode="AR" term="%22Isabel+White%22">Isabel White</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4019-3866">0000-0003-4019-3866</externalLink>)<br /><searchLink fieldCode="AR" term="%22William+Zahner%22">William Zahner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2823-0436">0000-0002-2823-0436</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alexander+White%22">Alexander White</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+%26+Method+in+Education%22"><i>International Journal of Research & Method in Education</i></searchLink>. 2025 48(3):239-253.
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  Data: 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
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  Data: Y
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  Data: 15
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Small+Group+Instruction%22">Small Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitators+%28Individuals%29%22">Facilitators (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Abstract+Reasoning%22">Abstract Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction+Process+Analysis%22">Interaction Process Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink>
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  Data: 10.1080/1743727X.2024.2384732
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  Data: 1743-727X<br />1743-7288
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2025
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  Data: EJ1471865
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      – Type: doi
        Value: 10.1080/1743727X.2024.2384732
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 239
    Subjects:
      – SubjectFull: Small Group Instruction
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Facilitators (Individuals)
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Abstract Reasoning
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Interaction Process Analysis
        Type: general
      – SubjectFull: Discourse Analysis
        Type: general
      – SubjectFull: Grade 7
        Type: general
    Titles:
      – TitleFull: Catalyzing Teacher Moves in Small-Group Problem Solving: A Quantitative Discourse Analysis
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            NameFull: Isabel White
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            NameFull: Alexander White
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              Y: 2025
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