Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Two Beginning Teachers' Epistemic Discursive Moves and Goals in Small Groups in Mathematics Instruction

  • Received : 2020.12.27
  • Accepted : 2021.08.14
  • Published : 2021.09.30
Download PDF
⟨ Previous Next ⟩

Abstract

Students' participation in epistemic practices, which are related to knowledge construction on the part of students, is becoming a crucial part of learning (Goizueta, 2019). Research on epistemic practices in science education draws attention to teachers' support of students to engage in epistemic practices in mathematics instruction. The research highlights a need for incorporating epistemic goals, along with conceptual and social goals, into instruction to promote students' epistemic practices. In this paper, I investigate how teachers interact with students to integrate epistemic goals. I examined 24 interaction excerpts that I identified from six interview transcripts of two beginning teachers' mathematics instruction. Each excerpt was related to the teachers' talk about their specific interaction(s) in a small group. I explored how each teacher's discursive moves and goals were conceptual, social, and epistemic-related as they intervened in small groups. I found that both teachers used conceptual, social, and epistemic discursive move but their discursive moves were related only to social and social goals. This paper suggests supporting teachers to develop epistemic goals in mathematics instruction, particularly in relation to small groups.

Keywords

Acknowledgement

This material is based upon work supported by the Spencer Foundation and the National Science Foundation under Grant No. DGE 1535024. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the funders.

References

  1. Brodie, K. (2000). Teacher intervention in small-group work. For the Learning of Mathematics, 20(1), 9-16.
  2. Clift, R. T., & Brady, P. (2005). Research on methods courses and field experiences. Studying teacher education: The report of the AERA panel on research and teacher education, 309424.
  3. Chapin, S. H., O'Connor, C., O'Connor, M. C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn, Grades K-6. Sausalito, CA: Math Solutions.
  4. Cohen, E. G., & Lotan, R. A. (2014). Designing groupwork: Strategies for the heterogeneous classroom (2nd ed.). New York, NY: Teachers College Press.
  5. Davidson, N. (1990). Cooperative learning in mathematics: A handbook for teachers. Menlo Park, CA: Addison-Wesley.
  6. Dekker, R., & Elshout-Mohr, M. (2004). Teacher interventions aimed at mathematical level raising during collaborative learning. Educational Studies in Mathematics, 56(1), 39-65. https://doi.org/10.1023/B:EDUC.0000028402.10122.ff
  7. Dempsey, N. P. (2010). Stimulated recall interviews in ethnography. Qualitative Sociology, 33(3), 349-367. https://doi.org/10.1007/s11133-010-9157-x
  8. Ding, M., Li, X., Piccolo, D., & Kulm, G. (2007). Teacher interventions in cooperative-learning mathematics classes. The Journal of Educational Research, 100(3), 162-175. https://doi.org/10.3200/JOER.100.3.162-175
  9. Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in education, 32(1), 268-291. https://doi.org/10.3102/0091732X07309371
  10. Ehrenfeld, N., & Horn, I. S. (2020). Initiation-entry-focus-exit and participation: a framework for understanding teacher groupwork monitoring routines. Educational Studies in Mathematics, 103, 251-272. https://doi.org/10.1007/s10649-020-09939-2
  11. Eriksson, I., & Lindberg, V. (2016). Enriching 'learning activity' with 'epistemic practices'-enhancing students' epistemic agency and authority. Nordic Journal of Studies in Educational Policy, 1(12016), 32432. https://doi.org/10.3402/nstep.v2.32432
  12. Ernest, P. (1993). Conversation as a metaphor for mathematics and learning. Proceedings of the Day Conference (pp. 58-63). Manchester, England: Manchester Metropolitan University.
  13. Featherstone, H., Crespo, S., Jilk, L., Oslund, J., Parks, A., & Wood, M. (2011). Smarter together! Collaboration and equity in the elementary math classroom. Reston, VA: NCTM.
  14. Franke, M. L., Turrou, A. C., Webb, N. M., Ing, M., Wong, J., Shin, N., & Fernandez, C. (2015). Student engagement with others' mathematical ideas: The role of teacher invitation and support moves. The Elementary School Journal, 116(1), 126-148. https://doi.org/10.1086/683174
  15. Gillies, R. M., & Boyle, M. (2006). Ten Australian elementary teachers' discourse and reported pedagogical practices during cooperative learning. Elementary School Journal, 106(5), 429-452. https://doi.org/10.1086/505439
  16. Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th ed.). New York, NY: Longman.
  17. Goizueta, M. (2019). Epistemic issues in classroom mathematical activity: There is more to students' conversations than meets the teacher's ear. The Journal of Mathematical Behavior, 55(2019). 100691.
  18. Herbel-Eisenmann, B. A., Steele, M. D., & Cirillo, M. (2013). (Developing) teacher discourse moves: A framework for professional development. Mathematics Teacher Educator, 1(2), 181-196. https://doi.org/10.5951/mathteaceduc.1.2.0181
  19. Hertz-Lazarowitz, R., & Shachar, H. (1990). Teachers' verbal behavior in cooperative and whole-class instruction. In S. Sharan (Ed.), Cooperative learning: Theory and research (pp. 77-94). New York: Praeger.
  20. Hofmann, R., & Mercer, N. (2015). Teacher interventions in small group work in secondary mathematics and science lessons. Language and Education, 30(5), 1-17.
  21. Horn, I. S. (2017). Motivated: Designing math classrooms where students want to join in. Portsmouth, NH: Heinemann.
  22. Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81-116. https://doi.org/10.2307/30034933
  23. Jimenez-Aleixandre M. P. and Crujeiras B., (2017). Epistemic practices and scientific practices in science education. In K. S. Taber and B. Akpan (Ed.) Science education: An international course companion (pp. 69-80). The Netherlands: Sense Publishers.
  24. Johnson, D. W., & Johnson, R. T. (1990). Using cooperative learning in math. In N. Davidson (Ed.), Cooperative learning in mathematics-A handbook for teachers (pp. 103-124). New York: Addison-Wesley.
  25. Kazemi, E., & Stipek, D. (2009). Promoting conceptual thinking in four upper-elementary mathematics classrooms. Journal of Education, 189(1-2), 123-137. https://doi.org/10.1177/0022057409189001-209
  26. Kelly, G., Crawford, T., & Green, J. (2001). Common task and uncommon knowledge: Dissenting voices in the discursive construction of physics across small laboratory groups. Linguistics and Education, 12(2), 135-174. https://doi.org/10.1016/S0898-5898(00)00046-2
  27. Kelly, G. J., & Licona, P. (2018). Epistemic practices and science education. In M. Matthews (Ed.), History, philosophy and science teaching: New research perspectives (pp. 139-165). Dordrecht, The Netherlands: Springer.
  28. Knorr Cetina, K. (2007). Culture in global knowledge societies: Knowledge cultures and epistemic cultures. Interdisciplinary Science Reviews, 32(4), 361-375. https://doi.org/10.1179/030801807X163571
  29. Lindquist, M. M. (1989). Mathematics content and small-group instruction in grades four through six. The Elementary School Journal, 89(5), 625-632. https://doi.org/10.1086/461596
  30. Meloth, M. S., & Deering, P. D. (1999). The role of the teacher in promoting cognitive processing during collaborative learning. In A. M. O'Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 235-255). Mahwah, NJ: Erlbaum.
  31. National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  32. National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  33. National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: National Council of Teachers of Mathematics.
  34. National Governors Association Center for Best Practices Council of Chief State School Officers. (2010). Common Core State Standards Mathematics. National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C.
  35. Nguyen, N. T., McFadden, A., Tangen, D., & Beutel, D. (2013). Video-stimulated recall interviews in qualitative research [Paper presentation]. Australian Association for Research in Education Annual Conference, Adelaide, Australia.
  36. Richardson, V. (2003). Constructivist pedagogy. Teachers College Record, 105(9), 1623-1640. https://doi.org/10.1046/j.1467-9620.2003.00303.x
  37. Sandoval, W.A., Bell, P., Coleman, E., Enyedy, N., & Suthers, D. (2000, April). Designing knowledge representations for learning epistemic practices of science. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
  38. Sfard, A., Nesher, P., Streefland, L., Cobb, P., & Mason, J. (1998). Learning mathematics through conversation: Is it as good as they say? For the Learning of Mathematics, 18(1), 41-51.
  39. Stough, L.M. (2001, April 10-14). Using stimulated recall in classrooms observation and professional development [Paper presentation]. Annual Meeting of the American Educational Research Association, Seattle, WA.
  40. Stroupe, D. (2014). Examining classroom science practice communities: How teachers and students negotiate epistemic agency and learn science-as-practice. Science Education, 98(3), 487-516. https://doi.org/10.1002/sce.21112
  41. Vygotskii, L. S. (Lev Semenovich), & Cole, M. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
  42. Webb, N. M. (2009). The teacher's role in promoting collaborative dialogue in the classroom. British Journal of Educational Psychology, 79(1), 1-28. https://doi.org/10.1348/000709908X380772
  43. Wood, M. B., & Kalinec, C. A. (2012). Student talk and opportunities for mathematical learning in small group interactions. International Journal of Educational Research, 51, 109-127. https://doi.org/10.1016/j.ijer.2011.12.008
  44. Yackel, E., Cobb, P., & Wood, T. (1991). Small-group interactions as a source of learning opportunities in second-grade mathematics. Journal for Research in Mathematics Education, 22(5), 390-408. https://doi.org/10.2307/749187