I have used the Interaction Analysis Model of Gunawardena, Anderson, and Lowe (1997) to measure intersubjectivity between peers in a variety of courses not in STEM fields. Are there other specific tools, instruments, or models for measuring peer dialogue in the science, technology, engineering, and math disciplines?
Dear Barbara, it is not a quantitative method, but I like very much the series of books collected by Pitici (you know: 2010, 2011, 2012…) pertaining a collection of the best papers On mathematics - by many of the most distinguished mathematicians. It is a most valuable tool for the issues raised by your question.
Thank you, Carlos. I was able to identify the series, and I can scan the collection for information about mathematical dialogue. Do you know of any particular article that might review peer dialogue in mathematics?
Here are two:
Kiuhara, S. A. & Witzel, B. S. (2014. Focus on Inclusive Education: Math Literacy Strategies for Students with Learning Difficulties. Childhood Education, 90 (3), p234-238
Knudsen, J., Lara-Meloy, T., Stallworth Stevens, H, & Wise Rutstein, D. (2014). Advice for Mathematical Argumentation. Mathematics in the Middle School, 19(8), p494-500.
Thank you, Susan. The title of the second one sounds particularly promising, and I like that both are from this year. I'll look for them now.
Here you have a few more:
Daniel, M. F. (2013). Engaging in critical dialogue about mathematics. Analytic Teaching and Philosophical Praxis, 34(1).
http://journal.viterbo.edu/index.php/atpp/article/view/926
Shahrill, M., & Clarke, D. J. (2014). Brunei teachers’ perspectives on questioning: Investigating the opportunities to “Talk” in mathematics lessons. International Education Studies, 7(7),
http://www.ccsenet.org/journal/index.php/ies/article/view/35568
Langer-Osuna, J. M., & Avalos, M. A. (2015). “I’m trying to figure this out. Why don’t you come up here?”: heterogeneous talk and dialogic space in a mathematics discussion. ZDM, 1-10.
Díez-Palomar, J., & Olivé, J. C. (2015). Using dialogic talk to teach mathematics: the case of interactive groups. ZDM, 1-14.
THIS ONE IS LESS ESPECIFIC:
Moorehead, T., & Grillo, K. (2013). Celebrating the Reality of Inclusive STEM Education Co-Teaching in Science and Mathematics. TEACHING Exceptional Children, 45(4), 50-57.
http://tcx.sagepub.com/content/45/4/50.extract
Best regards,
María
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