Talking with your mouth full: The role of a mediating tool in shaping collective positioning

Katherine Anderson, Melissa S. Gresalfi

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Scopus citations

Abstract

Research on classroom discourse has long underscored the integral role of social interaction in learning, yet designing for and supporting meaningful classroom interaction often remains a challenge. This paper examines the ways that elementary school students are positioned and position themselves during activities aimed at promoting reflexivity about small-group math discussions. We examine one student group's participation in three such activities over eight months' time and specifically highlight the role of a mediating tool that was designed to support participation-centered rather than ability-centered conceptions of learning. Our aim is to examine how one focal group's math discussions were or were not shaped by the tool in ways that were consequential for productive collaborative engagement.

Original languageEnglish (US)
Title of host publicationLearning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences
Pages1079-1086
Number of pages8
Volume1
StatePublished - 2010
Externally publishedYes
Event9th International Conference of the Learning Sciences, ICLS 2010 - Chicago, IL, United States
Duration: Jun 29 2010Jul 2 2010

Other

Other9th International Conference of the Learning Sciences, ICLS 2010
CountryUnited States
CityChicago, IL
Period6/29/107/2/10

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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    Anderson, K., & Gresalfi, M. S. (2010). Talking with your mouth full: The role of a mediating tool in shaping collective positioning. In Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences (Vol. 1, pp. 1079-1086)