Beyond Teachers' Sight Lines: Using Video Modeling to Examine Peer Discourse

doi:https://doi.org/10.5951/mt.101.6.0468

Article10.5951/mt.101.6.0468

Beyond Teachers' Sight Lines: Using Video Modeling to Examine Peer Discourse

Donna Kotsopoulos-2008-02-01-Mathematics Teacher Learning and Teaching PK-12

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TL;DRAbstract

The author describes her work in mathematics education discourse between student and peer and student and teacher. This article introduces readers to various examples of discourse analysis in mathematics education. Highlighted is interactional sociolinguistics, used in a present study to investigate peer discourse in a middle-school setting. Key findings from this study include the benefits of video modeling as a mechanism for fostering inclusive peer group work and the usefulness of video modeling as a tool for assessing peer communication. Implications for low performing students are discussed.

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The author describes her work in mathematics education discourse between student and peer and student and teacher. This article introduces readers to various examples of discourse analysis in mathematics education. Highlighted is interactional sociolinguistics, used in a present study to investigate peer discourse in a middle-school setting. Key findings from this study include the benefits of video modeling as a mechanism for fostering inclusive peer group work and the usefulness of video modeling as a tool for assessing peer communication. Implications for low performing students are discussed.

Keywords

Discourse analysisPedagogyMathematics educationSociolinguisticsWork (physics)Discourse communityPeer groupKey (lock)

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