id: 06498177
dt: j
an: 2015f.00207
au: Kazak, Sibel; Wegerif, Rupert; Fujita, Taro
ti: The importance of dialogic processes to conceptual development in
mathematics.
so: Educ. Stud. Math. 90, No. 2, 105-120 (2015).
py: 2015
pu: Springer Netherlands, Dordrecht
la: EN
cc: C53 C73 C33 U73 K53
ut: conceptual development; theory; dialogic processes; Bakhtin; Piaget;
Vygotsky
ci:
li: doi:10.1007/s10649-015-9618-y
ab: Summary: We argue that dialogic theory, inspired by the Russian scholar
Mikhail Bakhtin, has a distinct contribution to the analysis of the
genesis of understanding in the mathematics classroom. We begin by
contrasting dialogic theory to other leading theoretical approaches to
understanding conceptual development in mathematics influenced by Jean
Piaget and Lev Vygotsky. We argue that both Piagetian and Vygotskian
traditions in mathematics education overlook important dialogic causal
processes enabling or hindering switches in perspective between voices
in relationship. To illustrate this argument, we use Piagetian-,
Vygotskian- and Bakhtinian-inspired approaches to analyse a short
extract of classroom data in which two 12-year-old boys using
TinkerPlots software change their understanding of a probability
problem. While all three analyses have something useful to offer, our
dialogic analysis reveals aspects of the episode, in particular the
significance of the emotional engagement and the laughter of the
students, which are occluded by the other two approaches.
rv: