121607 - Pupil-pupil talk with young children in mathematic.pdf (75.88 kB)
Pupil-pupil talk with young children in mathematics
The project, funded by the Esmee Fairbairn Foundation, was carried out in the southwest of England and aimed to develop strategies to support young children (aged 6 to 7 years old) in developing effective talk in small group work. Studies have indicated that in England the traditional initiation-response-feedback (IRF) still dominates in most mathematics classrooms (Kyriacou & Issitt, 2008), and that group work is rarely used strategically (Kutnick, Ota, & Berdondini, 2008; Blatchford, Galton, & Kutnick, 2005). Teachers do not plan for pupil-pupil interactions and pupils have little support in how to interact effectively. Although the children may talk to each other regarding instructions on how to complete a task they often end up working on the mathematics individually. In addition, talk in small groups in England is often directed by the class teacher; this is prevalent in professional development courses using ‘Guided Group Work’ (DCSF, 2010).
History
Publication title
Proceedings of the 2013 annual meeting of the American Educational Research AssociationVolume
2013Pagination
612844.1 - 6ISSN
0163-9676Department/School
Faculty of EducationPublisher
AERAPlace of publication
USAEvent title
The 2013 annual meeting of the American Educational Research AssociationEvent Venue
San Francisco, USADate of Event (Start Date)
2013-04-27Date of Event (End Date)
2013-05-01Rights statement
Copyright 2013 the AuthorRepository Status
- Open