Discourse Patterns of Students and Educators in Small-Group Mathematics Discussions: Comparisons Across Educational Contexts

• In Event: Division C Section 1C: Promoting Success in Mathematics Education

Abstract

Engaging students in mathematical argumentation is a fundamental practice in fostering students’ mathematical understandings, and educators are encouraged to facilitate argumentation-oriented discussions in their classrooms. However, there is a limited body of research investigating the influence of contextual factors (e.g., grade level) on such discussions. We performed three case studies comparing discourse patterns and educator roles during discussions in different classroom contexts. Preliminary findings indicate that fifth-grade students and preservice teachers utilized open-ended questions in similar ways, but preservice teachers tended to engage in sophisticated individual argumentation while fifth-grade students often co-constructed mathematical arguments with their peers. Additionally, elementary educators were found to exert more control over the discussion than did educators in a preservice teacher education setting.

Authors

• P. Karen Murphy, The Pennsylvania State University

• Gwendolyn Lloyd, The Pennsylvania State University

• Rachel Miriam Vriend Croninger, The Pennsylvania State University

• Sara Elizabeth Baszczewski, The Pennsylvania State University

• Cory Tondreau, The Pennsylvania State University - University Park