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Pupil-pupil talk with young children in mathematics

Citation

Murphy, C, Pupil-pupil talk with young children in mathematics, Proceedings of the 2013 annual meeting of the American Educational Research Association, 27 April - 1 May 2013, San Francisco, USA, pp. 612844.1 - 6. ISSN 0163-9676 (2013) [Refereed Conference Paper]


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Copyright 2013 the Author

Official URL: http://www.aera.net/Publications/Online-Paper-Repo...

Abstract

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).

Item Details

Item Type:Refereed Conference Paper
Keywords:mathematics, language, group work, collaboration
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Pedagogy
Author:Murphy, C (Dr Carol Murphy)
ID Code:121607
Year Published:2013
Deposited By:Education
Deposited On:2017-10-05
Last Modified:2017-11-17
Downloads:12 View Download Statistics

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