Classroom Interaction and Mathematics Learning: The Role of Explaining and Engaging With Others' Ideas

• In Event: Marriott Roundtable Session 16
  In Roundtable Session: Fostering Engagement: Social and Collaborative Considerations

Abstract

While much research over the past several decades shows a positive relationship between classroom interaction and learning, few studies show explicitly how participating in classroom conversations supports student learning. This study conducted both correlational and in-depth qualitative analyses of student participation to uncover evidence of how students make advances in their mathematical thinking through the processes of explaining their thinking and engaging with others’ ideas. We show how students developed their problem-solving strategies, developed new mathematical ideas, and forged new mathematics connections in the process of engaging with other students and the teacher. Productive participation occurred in multiple participation settings, including whole-class discussion, collaborative problem-solving groups, and private turn-and-talk-to-your-partner conversations.

Authors

• Noreen M. Webb, University of California - Los Angeles

• Megan L. Franke, University of California - Los Angeles

• Nicholas Charles Johnson, San Diego State University

• Marsha M. Ing, University of California - Riverside

• Joy Zimmerman, University of California - Los Angeles