
06498177
j
2015f.00207
Kazak, Sibel
Wegerif, Rupert
Fujita, Taro
The importance of dialogic processes to conceptual development in mathematics.
Educ. Stud. Math. 90, No. 2, 105120 (2015).
2015
Springer Netherlands, Dordrecht
EN
C53
C73
C33
U73
K53
conceptual development
theory
dialogic processes
Bakhtin
Piaget
Vygotsky
doi:10.1007/s106490159618y
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 Bakhtinianinspired approaches to analyse a short extract of classroom data in which two 12yearold 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.