Dialogic Teaching and Learning in Mathematics Education

Skovsmose, Ole

doi:10.1007/978-3-030-15789-0_45

Encyclopedia of Mathematics Education 2020

DOI: 10.1007/978-3-030-15789-0_45

|View full text |Cite

Dialogic Teaching and Learning in Mathematics Education

Ole Skovsmose¹

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2024

Publication Types

Select...

Article1

Relationship

Self Cite0

Independent1

Authors

Journals

Cited by 1 publication

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Investigating dialogic interaction in K12 online one-on-one mathematics tutoring using AI and sequence mining techniques

Wang,

Shan,

et al. 2024

Educ Inf Technol

View full text Add to dashboard Cite

Online one-on-one tutoring serves as a supplementary approach to traditional classroom instruction. It has been shown to enhance personalized learning and academic performance. However, the dynamics of dialogic interactions within this educational setting are not fully understood. Thus, we present a computational analysis of dialogic interactions in online one-on-one mathematics tutoring. Specifically, we devised a coding scheme tailored to online tutoring sessions and leveraged advanced artificial intelligence techniques to construct an automated model for annotating dialog acts. We then investigated the basic characteristics and interaction patterns in a dataset encompassing online one-on-one tutoring dialogs within K-12 mathematics education and obtained insightful findings. First, tutors were found to often apply both didactic and other effective teaching strategies. Second, off-task chatting accounted for a significant proportion of tutoring sessions. Third, high school students exhibited greater engagement and cognitive abilities than primary and middle school students through their more active participation and superior reasoning skills. Primary school students, despite their less active participation, responded positively when engaged by tutors. The findings highlight the importance of optimizing strategies applied by tutors and students to create a more dynamic and effective learning environment and provide valuable insights into the nature of online one-on-one tutoring.

show abstract

Investigating dialogic interaction in K12 online one-on-one mathematics tutoring using AI and sequence mining techniques

Wang,

Shan,

et al. 2024

Educ Inf Technol

View full text Add to dashboard Cite

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Dialogic Teaching and Learning in Mathematics Education

Cited by 1 publication

References 5 publications

Investigating dialogic interaction in K12 online one-on-one mathematics tutoring using AI and sequence mining techniques

Investigating dialogic interaction in K12 online one-on-one mathematics tutoring using AI and sequence mining techniques

Contact Info

Product

Resources

About