Scaling Dialogic Teaching: How Group Size Shapes Tutor Talk Moves in Virtual Tutoring

• In Event: Teaching and Pre-Service Teacher Learning in Mathematics

Abstract

This study examines how tutoring group size influences instructional quality and student participation in virtual high school math sessions. Using a mixed-methods approach, over 51,000 transcripts were analyzed to explore how group size correlates with the frequency of tutor Talk Moves, dialogic practices such as Pressing for Reasoning and Revoicing. This was complemented by qualitative analysis of selected 1:1 and 4:1 sessions. Findings reveal that larger group sizes are associated with fewer high-leverage Talk Moves and more uneven student participation. Preliminary results highlight several dialogic instructional practices that may help support more equitable and productive learning environments as tutoring is scaled to reach more students through larger group sizes.

Author

• Amirpasha Zandieh, University of Colorado - Boulder