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Teachers’ noticing to promote students’ mathematical dialogue in group work
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0002-8533-5058
Stockholm University.
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0003-4463-2707
2023 (English)In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 26, no 4, p. 509-531Article in journal (Refereed) Published
Abstract [en]

How can teachers refne their strategies for purposefully engaging students in mathematicaldiscussions when students are working in groups and the teacher enters an ongoing groupconversation? In three educational design research cycles, four teachers collaborated witha researcher for one year to analyse, design and evaluate strategies for engaging students insmall-group mathematical discussions. The idea of noticing (Mason in Researching yourown practice: the discipline of noticing, RoutledgeFalmer, London, 2002; Sherin et al. inMathematics teacher noticing: seeing through teachers’ eyes, Taylor & Francis, New York,2011) was used to organize the fndings—by paying attention to aspects in the mathematical discussions and interpreting the interactions, teachers could together refne their ownactions/responses to better support students’ work. The Inquiry Co-operation Model ofAlrø and Skovsmose (Dialogue and learning in mathematics education: intention, refection, critique, Kluwer Academic Publishers, Dordrecht, 2004) was used as a theoreticalbase for understanding qualities in mathematical discussions. Ehrenfeld and Horn’s (EducStud Math 103(7):251–272, 2020) model of initiation-entry-focus-exit and participationwas for interpreting and organizing the fndings on teachers’ actions. The results show thatteachers became more aware of the importance of explicit instructions and their own role asfacilitators of mathematical questions to students, by directing specifc mathematical questions to all students within the groups. In this article, by going back and forth between whathappened in the teachers’ professional development group and in the classrooms, it waspossible to simultaneously follow the teachers’ development processes and what changedin students’ mathematical discussions.

Place, publisher, year, edition, pages
Springer Nature, 2023. Vol. 26, no 4, p. 509-531
Keywords [en]
Group work, Inquiry co-operation model, Noticing, Promoting mathematical dialogue, Student interaction, Questions in mathematics
National Category
Didactics
Identifiers
URN: urn:nbn:se:mau:diva-49345DOI: 10.1007/s10857-022-09540-9ISI: 000807340400001Scopus ID: 2-s2.0-85131576411OAI: oai:DiVA.org:mau-49345DiVA, id: diva2:1627978
Available from: 2022-01-14 Created: 2022-01-14 Last updated: 2023-07-06Bibliographically approved
In thesis
1. Promoting mathematical dialogue: students’ and teachers’ listening, questioning and participation
Open this publication in new window or tab >>Promoting mathematical dialogue: students’ and teachers’ listening, questioning and participation
2022 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [sv]

In Swedish mathematics classrooms, students have different opportunities to participate in mathematical dialogue, and therefore also different opportunities to learn. This is a problem not only for students, but also for teachers, school developers, and researchers. By moving back and forth between two settings – the upper secondary mathematics classroom and the professional development group – this thesis aims to explore how questioning and listening can promote participation in mathematical dialogue. The following three research questions are in focus: What aspects of students’ questioning and listening do teachers need to pay attention to when promoting students’ participation in mathematical dialogue? What aspects of teachers’ questioning and listening are important when teachers promote students’ participation in mathematical dialogue? How can teachers, in cooperation with researchers, develop an awareness and refine their teaching in relation to students’ listening, questioning, and participation in mathematical dialogue?

By using educational design research, two sub-studies were conducted – one with a focus on students and one with a focus on teachers – and the results were described in four articles. Theories on three different levels were used and coordinated to understand mathematical dialogue: sociocultural theory to situate the research study on an overall level where interaction and communication are essential; the concept of mathematical dialogue by Alro and Skovsmose (2004), including their Inquiry Co-operation model to understand quality in mathematical dialogue; and local theories to study facets of mathematical dialogue concerning questioning, listening, and participation.

The results point to how important both students’ and teachers’ questions are for creating equitable participation opportunities, and how teachers can promote mathematical dialogue by using pre-thought specific mathematical why-questions that invite all students to participate in small groupproblem-solving work. The results also point to the importance of working with productive listening, a process that requires both requests for listening and willingness to listen to others. For teachers to develop an awareness and to refine their teaching in relation to mathematical dialogue, the cyclic structure of EDR, working with teacher noticing and moving back and forth between the two settings, help visualize their development processes.

The main contributions of the thesis are (1) the framework for productive listening, (2) the empirical results concerning how mathematical questioning is used to promote students’ participation in mathematical dialogue, and (3) the learnings of how mathematics education theories can be used and coordinated to increace understandings on mathematical dialogue. At the end of the thesis, a meta-reflection is made on how collaboration between different actors – students, teachers, school developers and researchers – can build bridges and deepen the understandings of the complexity of mathematical dialogue.

Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2022. p. 118
Series
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; No. 94
Keywords
Listening, mathematical dialogue, mathematics education, noticing, participation, professional development, questioning
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-49347 (URN)10.24834/isbn.9789178772100 (DOI)978-91-7877-209-4 (ISBN)978-91-7877-210-0 (ISBN)
Public defence
2022-01-21, Orkanen, D 138 or livestream, Nordenskiöldsg. 10, Malmö, 13:15 (English)
Opponent
Supervisors
Available from: 2022-01-14 Created: 2022-01-14 Last updated: 2022-11-07Bibliographically approved

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Sjöblom, MarieOlander, Clas

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