The intervention significantly increased teachers' noticing of six dialogic attributes — persuasive interaction, one leads and another is led, agreement and collective attention, students have equal status, dialogic gap, and monologue — but not of dialogue-expansion attributes¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Significant changes after the intervention occurred in persuasive interaction, one leads and another is led, agreement and collective attention, dialogic gap, monologue, and students with equal status (all p < 0.05 in Table 2). → Benzi Slakmon 2024 q2 i? No significant changes were found for dialogue-expansion attributes (deepening and widening the dialogue). → Benzi Slakmon 2024

Evidence¶

Benzi Slakmon 2024¶

Benzi Slakmon, Rotem Abdu. (2024). Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings. Intern. J. Comput.-Support. Collab. Learn 19:137–155. https://doi.org/10.1007/s11412-024-09423-6

q2 · i? · causal · r1

Series of two-tailed paired-samples t-tests per all 11 dialogic attributes across 14 teachers, with per-attribute pre/post utterance counts in Table 2 (e.g., dialogic gap 12 to 44, t = −4.02). The dialogue-expansion attributes showed no significant change, per the article's own statement about few related utterances.

"Beyond these significant changes in listening to dialogue, responding to dialogue, and total utterances after the intervention, we observed significant changes after the intervention in persuasive interaction, one leads and another is led, agreement and joint action, dialogic gap, monologue, and students with equal status (Table 2)."

Discussion¶

Related Claims¶

• The increase in noticing dialogue was accompanied by a decrease in noticing mathematical activity, described as attentional tunneling — a design consideration for integrated dialogue-plus-content noticing training — related
• Dialogic noticing gains occurred in nearly all episodes — with significant increases in episodes 2, 3, 5, 7, and 9 — except episode 6, which did not change — related
• After a dialogic-focused professional development intervention, mathematics teachers noticed student dialogue significantly more, in both attending (83 to 170 cases) and responding (24 to 71 cases) — a broader claim this one bears on
• After the intervention, teachers' responses to dialogue focused on balancing student relations and eliciting dialogic gaps, yet some responses still promoted monologic narratives driven by mathematical correctness — related
• Individual trajectories varied: 9 of 14 teachers increased dialogic noticing per episode, while two teachers slightly decreased, which the authors attribute to limits of the nondirective intervention — related
• Student-focused noticing marginally increased (Cohen's d = 0.43) while teacher-focused codes showed no change (d = 0.06)
• A six-week SRL video annotation intervention was followed by a statistically significant increase in high school students' ITS-AR monologue scores — related