A Multivocal Analysis of Pivotal Moments for Learning Fractions in a 6th-Grade Classroom in Japan View Full Text


Ontology type: schema:Chapter     


Chapter Info

DATE

2013

AUTHORS

Kristine Lund

ABSTRACT

In this chapter, learning fractions in a 6th-grade Japanese classroom provides the focus for three analytical approaches, each identifying “pivotal moments” within the interaction. The data consists of an English-subtitled video in Japanese of six students folding origami paper and of one teacher monitoring their progress on the blackboard and an accompanying transcription of their talk and gestures. One analyst sought where the personal foci of learners originate; what happens in the interaction once a learner focuses on, for example, shapes or production methods; and how learner outcomes are related to such foci. Another identified the semantic content of “voices” and their interanimation patterns in a polyphony framework. A third analyst applied statistical discourse analysis to the dataset in order to see whether recent sequences of utterances affected the likelihood of creating utterances categorized as new ideas, correct ideas, micro-creativity, or justifications. Through a discussion of what constituted a pivotal moment, we identified nine lessons in productive multivocality that all show how an analyst may surpass the limits of a particular method. Ways of doing this include redefining the unit of analysis and the unit of interaction in light of other researchers’ analyses, interpreting other researchers’ pivotal moments in one’s own framework, and comparing the semantics of and the relations between analytical concepts. More... »

PAGES

161-180

References to SciGraph publications

  • 2011. Analytical Frameworks for Group Interactions in CSCL Systems in ANALYZING INTERACTIONS IN CSCL
  • 2013. Learning Fractions Through Folding in an Elementary Face-to-Face Classroom in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Collaborative and Differential Utterances, Pivotal Moments, and Polyphony in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Social Metacognition, Micro-Creativity, and Justifications: Statistical Discourse Analysis of a Mathematics Classroom Conversation in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Focus-Based Constructive Interaction in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • Book

    TITLE

    Productive Multivocality in the Analysis of Group Interactions

    ISBN

    978-1-4614-8959-7
    978-1-4614-8960-3

    Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1007/978-1-4614-8960-3_8

    DOI

    http://dx.doi.org/10.1007/978-1-4614-8960-3_8

    DIMENSIONS

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