Teachers’ and Students’ Negotiation Moves When Teachers Scaffold Group Work

González, Gloriana; DeJarnette, Anna F.

doi:10.1080/07370008.2014.987058

Cited by 30 publications

(14 citation statements)

References 53 publications

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“…The literature also advises that the negotiation of norms is necessary. González and DeJarnette (2015) conducted a study in six geometry classes to identify the negotiation that occurs in teacher-studentsí interactions, and who has the ìgreater responsibility in negotiation exchangesî (p. 2). Results show that each teacher used different negotiation moves and varied in the number of moves used.…”

Section: The Importance Of (Re)negotiationmentioning

confidence: 99%

Establishing a Community of Discourse Through Social Norms

Mullins

2018

Discourse and Communication for Sustainable Education

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While researchers, educators, state and national organizations, and policy makers are taking strides to help transform traditional mathematics classrooms into inquiry-based classrooms, they fail to address how to bridge the gap between creating discussions to developing mathematical discourse. One key component for producing inquiry-based classrooms is to have effective discussions (Smith & Stein, 2011). However, to have effective discussions, social norms must be in place that promote active participation from students (Sherin, 2002). Therefore, the purpose of this paper is to synthesize educational research on social norms in the mathematics classroom to identify key components teacher educators can focus on to help teachers establish and implement social norms that promote sustainable inquiry-based classrooms. Results suggest social norms must be developed through collaboration of the teacher and students, the classroom environment must be supportive of mathematical discussion, and finally, norms should be (re)negotiated to help change studentsí ways of thinking.

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Section: The Importance Of (Re)negotiationmentioning

confidence: 99%

Establishing a Community of Discourse Through Social Norms

Mullins

2018

Discourse and Communication for Sustainable Education

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“…As Stone (1998a, p. 361) concluded: ''If we are to make richer use of the metaphor, we must focus clearly on the communicational dynamics at the heart of successful scaffolding of children's learning.'' Connections between scaffolding and dialogic teaching have been noted by many (Bell & Pape, 2012;Bliss et al, 1996;González & DeJarnette, 2015). Both scaffolding and dialogic teaching involve contingently responding to the moves made by a student.…”

Section: Why Combine These Topics?mentioning

confidence: 99%

“…The analysis shows how the teacher shaped multiple aspects of doing mathematics by means of careful dialogic moves (cf. González & DeJarnette, 2015). This article is particularly interesting in showing how visible/external learning dialogues in the classroom interface with and can help to lead to invisible/internal learning dialogues with the 'Generalised Other' of mathematics.…”

Section: Brief Survey Of Dialogic Approaches In Mathematics Educationmentioning

confidence: 99%

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Scaffolding and dialogic teaching in mathematics education: introduction and review

Bakker

Smit

Wegerif

2015

ZDM Mathematics Education

120

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This article has two purposes: firstly to introduce this special issue on scaffolding and dialogic teaching in mathematics education and secondly to review the recent literature on these topics as well as the articles in this special issue. First we define and characterise scaffolding and dialogic teaching and provide a brief historical overview of the scaffolding metaphor. Then we present a review study of the recent scaffolding literature in mathematics education (2010)(2011)(2012)(2013)(2014)(2015) based on 21 publications that fulfilled our criteria and 14 articles in this special issue that have scaffolding as a central focus. This is complemented with a brief review of the recent literature on dialogic teaching. We critically discuss some of the issues emerging from these reviews and provide some recommendations. We argue that scaffolding has the potential to be a useful integrative concept within mathematics education, especially when taking advantage of the insights from the dialogic teaching literature.

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“…Similarly, Meyer and Turner (2002) described different ways in which contingent scaffolding can foster students' self-regulation; one important way is by fostering students' autonomy as learners. Agency is typically negotiated through teacher-student interactions (Gonzáles & DeJarnette, 2015;Rainio, 2008). For instance, teachers' preferences for different moves during interactions are shown to both be related to the general characteristics of the students in their classes and equally depend on the perceived, moment-to-moment needs of those students (Gonzáles & DeJarnette, 2015).…”

Section: Scaffoldingmentioning

confidence: 99%