TY - GEN
T1 - Teacher groupwork monitoring routines and the nature of students' conversation in small groups
AU - Ehrenfeld, Nadav
AU - Horn, Ilana
AU - Moses, Jessica
AU - Garner, Brette
N1 - Funding Information: We are thankful to the participating teachers, as well as Chuck Munter and Hannah Sung who gave helpful feedback on earlier stages of work, Avital Ashtar for her help with the graphic representations, and the SIGMa research team: Patricia Buenrostro, Grace Chen, Lara Jasien, Samantha Marshall, Elizabeth Metts, Katherine Schneeberger McGugan and Chi Xiao. This material is based upon work supported by the National Science Foundation under Grant #DRL-1620920. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation or other collaborators. Publisher Copyright: © 2020 International Society of the Learning Sciences (ISLS). All rights reserved.
PY - 2020
Y1 - 2020
N2 - Our goal in this study is to explore students' mathematical participation in collaborative groupwork with relation to teachers' instruction. By doing so, we address two challenges for research of teaching and learning: (1) the under-conceptualization of the teacher role during students' groupwork; and (2) the need to explicate the connection between teaching and learning. We suggest that, to connect student learning to teacher monitoring practices, it is valuable to link two different scales of analysis: (1) between-groups teacher groupwork monitoring routines; and (2) within-groups interactions with and without the teacher. We argue that such methodology affords a generative discussion of teachers' instructional practices and their disruption or reproduction of exclusionary aspects of students' conversations. To illustrate our approach, we look at two teachers. First, we describe and compare their groupwork monitoring routines. Then, we look at students' conversations within those classrooms and discuss connections between these conversations and instruction.
AB - Our goal in this study is to explore students' mathematical participation in collaborative groupwork with relation to teachers' instruction. By doing so, we address two challenges for research of teaching and learning: (1) the under-conceptualization of the teacher role during students' groupwork; and (2) the need to explicate the connection between teaching and learning. We suggest that, to connect student learning to teacher monitoring practices, it is valuable to link two different scales of analysis: (1) between-groups teacher groupwork monitoring routines; and (2) within-groups interactions with and without the teacher. We argue that such methodology affords a generative discussion of teachers' instructional practices and their disruption or reproduction of exclusionary aspects of students' conversations. To illustrate our approach, we look at two teachers. First, we describe and compare their groupwork monitoring routines. Then, we look at students' conversations within those classrooms and discuss connections between these conversations and instruction.
UR - https://www.scopus.com/pages/publications/85102854452
M3 - Conference contribution
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 1863
EP - 1870
BT - 14th International Conference of the Learning Sciences
A2 - Gresalfi, Melissa
A2 - Horn, Ilana Seidel
T2 - 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Y2 - 19 June 2020 through 23 June 2020
ER -