Introducing a symbolic interactionist approach on teaching mathematics: the case of revoicing as an interactional strategy in the teaching of probability

Eckert, Andreas; Nilsson, Per

doi:10.1007/s10857-015-9313-z

Cited by 10 publications

(6 citation statements)

References 29 publications

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“…Revoicing occurs in many educational contexts (from kindergarten [Yifat & Zadunaisky-Ehrlich, 2008] to undergraduates [Flood et al, 2015]) and across a wide variety of subjects (from mathematics [Krussel & Edwards, 2004] and science [e.g., Ruiz-Primo & Furtak, 2007] to second-language learning [e.g., Park, 2013] and liberal arts seminars [Parsons, 2017]). Scholars argue that revoicing is pedagogically advantageous because it can (a) promote deeper full-class exploration of student-generated ideas [Forman & Ansell, 2002], (b) highlight particular elements of student ideas while backgrounding other elements [Nam, Ju, Rasmussen, Marrongelle, & Park, 2008], (c) extend and reshape the content of student contributions to resemble disciplinarily normative concepts [Eckert & Nilsson, 2017], (d) help students adopt disciplinarily normative language and representations [Forman & Larreamendy-Joerns, 1998], and (e) promote participation by explicitly valuing and soliciting student contributions [Strom, Kemeny, Lehrer, & Forman, 2001]. …”

Section: Ethnomethodological Conversation Analysis and Co-operative Amentioning

confidence: 99%

Multimodal Revoicing as an Interactional Mechanism for Connecting Scientific and Everyday Concepts

Flood¹

2018

Human Development

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A perpetual problem learners face is identifying which aspects of embodied experiences are relevant for appreciating the world in culturally specific ways. Vygotsky argued that social interactions with more competent cultural members provide arenas for linking everyday and scientific concepts. However, the precise interactional mechanisms of how these linkages are forged remain underexamined. I argue that understanding these mechanisms requires examining how intersubjectivity is built and maintained. I propose that ethnomethodological conversation analysis and the co-operative action framework provide a uniquely suited analytic orientation for this project because they focus on the fine details of the actual practical methods people use to procedurally achieve intersubjectivity. To illustrate the utility of these approaches, I show how the fine details of multimodal revoicing interactions present semiotic challenges that allow learners to link everyday and scientific concepts. Specifically, I examine the role dialogic gesture plays in reformulating a multimodally expressed idea about what it means to “go faster.”

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Section: Ethnomethodological Conversation Analysis and Co-operative Amentioning

confidence: 99%

Multimodal Revoicing as an Interactional Mechanism for Connecting Scientific and Everyday Concepts

Flood¹

2018

Human Development

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“…However, by being able to highlight visual structures (Rivera, 2010) in the applet and communicate their reasoning by marking the base and the height of the stages in the square pattern, students came to understand the meaning of n. The orchestration encouraged students to be active at the whiteboard by interacting with the projected image of the applet. The teacher stood next to the whiteboard and asked for reasons for markings, by using the strategy of active re-voicing (Eckert & Nilsson, 2017), to emphasize important knowledge and ideas. Hence, the present study shows how didactical configurations that allow for marking flexibility (by digital as well as non-digital means) on a public screen can provide teachers means for balancing processes of controlling and guiding the mathematics in orchestrating an IM-GoGAR.…”

Section: Marking Flexibilitymentioning

confidence: 99%

The Emergence of the “FlexTech” Orchestration of Inferential Reasoning on Pattern Generalization

Eckert

Nilsson

2021

Digit Exp Math Educ

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The purpose of this study is to further our understanding of orchestrating math-talk with digital technology. The technology used is common in Swedish mathematics classrooms and involves personal computers, a projector directed towards a whiteboard at the front of the class and software programs for facilitating communication and collective exploration. We use the construct of instrumental orchestration to conceptualize a teacher’s intentional and systematic organization and use of digital technology to guide math-talk in terms of a collective instrumental genesis. We consider math-talk as a matter of inferential reasoning, taking place in the Game of Giving and Asking for Reasons (GoGAR).The combination of instrumental orchestration and inferential reasoning laid the foundation of a design experiment that addressed the research question: How can collective inferential reasoning be orchestrated in a technology-enhanced learning environment? The design experiment was conducted in lower-secondary school (students 14–16 years old) and consisted of three lessons on pattern generalization. Each lesson was tested and refined twice by the research team. The design experiment resulted in the emergence of the FlexTech orchestration, which provided teachers and students with opportunities to utilize the flexibility to construct, switch and mark in the orchestration of an instrumental math-GoGAR.

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“…It is this evaluation of the repeating by the student that marks this move as different from simple echoing or repeating which is very common in classroom interaction and can perform a variety of discursive actions (Lee, 2007). Revoicing that involves the teacher changing what the student said in some way that emphasises or draws attention to a particular idea, work or aspect of what the student said is called active revoicing (Eckert & Nilsson, 2017). Herbel-Eisenmann, Drake and Cirillo (2009) identify four features of a revoicing move.…”

Section: Research On Mathematics Classroom Interactionmentioning

confidence: 99%

Experiences of problem solving in whole class interactions

Ingram

Riser

2019

AIEM

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Problem solving is often considered to be an essential part of learning mathematics. In this paper we examine the whole class interactions around problems and problem solving as they naturally occur in mathematics classrooms. Thus, we are examining students’ ordinary experiences of problem solving in their everyday mathematics lessons. Our analysis shows how students’ participate in a very narrow range of problem solving actions and that the actions that they do participate in are controlled by the teacher. This raises implications for what students perceive and interpret problem solving to be in mathematics.

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Introducing a symbolic interactionist approach on teaching mathematics: the case of revoicing as an interactional strategy in the teaching of probability

Cited by 10 publications

References 29 publications

Multimodal Revoicing as an Interactional Mechanism for Connecting Scientific and Everyday Concepts

Multimodal Revoicing as an Interactional Mechanism for Connecting Scientific and Everyday Concepts

The Emergence of the “FlexTech” Orchestration of Inferential Reasoning on Pattern Generalization

Experiences of problem solving in whole class interactions

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