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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 |
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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 curriculum |
Objective Field: | Pedagogy |
UTAS 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: | 50 View Download Statistics |
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