iLearn? Investigating Dialogical Interaction with Tablets in Mathematics Lessons

Autor/inn/en	Hardman, Joanne; Lilley, Warren
Titel	iLearn? Investigating Dialogical Interaction with Tablets in Mathematics Lessons
Quelle	In: Technology, Pedagogy and Education, 32 (2023) 3, S.321-335 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hardman, Joanne) ORCID (Lilley, Warren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2023.2193194
Schlagwörter	Interaction; Tablet Computers; Mathematics Education; Dialogs (Language); Electronic Learning; Foreign Countries; Elementary School Students; Grade 6; Problem Solving; Cooperative Learning; Discourse Analysis; Peer Relationship; South Africa + Suchen Sie Ihr Suchwort? Interaktion; Tablet computer; Tablet PC; Computer; Digitalrechner; Mathematische Bildung; Dialog; Dialogs; Dialogue; Dialogues; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Problemlösen; Kooperatives Lernen; Diskursanalyse; Peer-Beziehungen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	There is a significant body of research that indicates that the use of tablets to learn mathematics in elementary school motivates students to learn. Low mathematical attainment in international benchmarking tests of mathematics in South Africa led the authors to investigate the potential that the mobility of the tablet provided for children to learn how to reason using what Mercer called 'exploratory' talk, a form of dialogical interaction indicative of reasoning. In this article the authors investigate two grade 6 classrooms in two schools where students are learning mathematics using tablets. In this multiple case study, the authors videotaped children during mathematics lessons where they used tablets to solve mathematical problems, and the data were transcribed. Findings indicate that the tablets across both contexts facilitate what Mercer calls exploratory talk, which is indicative of reasoning and, therefore, learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01