Understanding Meaningful Exchanges: Mathematics Discourse Analysis and Complexity Thinking
DOI:
https://doi.org/10.37119/ojs2020.v26i1.457Abstract
The focus in this paper is on the analysis of student-centered discourse through applying a discourse analysis tool that I developed to analyze data from an elementary mathematics classroom. The purpose of the analysis tool is to understand the impact of the complex learning system on the emerging classroom discourse. The minimum conditions for complexity created an invitational space for students that allowed interactions and meaningful exchanges to flourish through exploration of mathematical concepts and collective participation in classroom discourse. The analytic lens provides the teacher with a tool to understand more clearly the dynamics of meaningful exchanges identified as sharing, building, exploring and blocking.
Keywords: Classroom discourse; mathematics education; complexity
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).