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dc.contributor.authorAnderson, Kate
dc.contributor.authorGresalfi, Melissa
dc.date.accessioned2020-01-08T21:56:12Z
dc.date.accessioned2020-01-09T14:07:22Z-
dc.date.available2020-01-08T21:56:12Z
dc.date.available2020-01-09T14:07:22Z-
dc.date.issued2010-06
dc.identifier.citationAnderson, K. & Gresalfi, M. (2010). Talking with your mouth full: The role of a mediating tool in shaping collective positioning. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 1079-1086). Chicago IL: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2010.1.1079
dc.identifier.urihttps://repository.isls.org//handle/1/2648-
dc.description.abstractResearch on classroom discourse has long underscored the integral role of social interaction in learning, yet designing for and supporting meaningful classroom interaction often remains a challenge. This paper examines the ways that elementary school students are positioned and position themselves during activities aimed at promoting reflexivity about small-group math discussions. We examine one student group's participation in three such activities over eight months' time and specifically highlight the role of a mediating tool that was designed to support participation-centered rather than ability-centered conceptions of learning. Our aim is to examine how one focal group's math discussions were or were not shaped by the tool in ways that were consequential for productive collaborative engagement.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleTalking with your mouth full: The role of a mediating tool in shaping collective positioningen_US
dc.typeFull Papersen_US
Appears in Collections:ICLS 2010

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