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Peer collaboration in early years mathematics: A linguistic analysis
Murphy, Carol Thomas, Damon Muir, Tracey
Murphy, Carol
Thomas, Damon
Muir, Tracey
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Abstract
In this study, we aim to investigate the role of language in small group peer collaboration. Based on the notion of symmetrical scaffolding, we draw on theories of dialogic space and functional linguistics to analyse a transcript of three six-year-old students as they explore a shared understanding of 'two more than'. Using Martin and White's (2005) engagement framework as an analytical tool, we identify how the three students used language resources in contractive and expansive ways to move each other's learning forward. These findings provide a perspective of symmetrical scaffolding closely focused on students' language choices that support engagement with each other's thinking. We suggest that a focus on use of language with young students is valuable in identifying the type of mathematical discourse that will support peer collaboration in problem solving and mathematical reasoning.
Keywords
cooperative learning, problem solving, mathematics instruction, elementary school students, discourse analysis, scaffolding (teaching technique), language role, small group instruction, learning processes, foreign countries, sociocultural patterns, learning theories
Date
2023
Type
Conference paper
Journal
Book
Volume
Issue
Page Range
379-386
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Relation URI
DOI
Open Access Status
License
All rights reserved
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Controlled