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¶

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? Among the 71 post-intervention responding utterances, teachers most often sought to balance student status (15 utterances), negate one-leads-one-is-led situations (eight utterances), and facilitate dialogic gaps (23 utterances); some responses still promoted monologic narratives (five utterances). → 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

Qualitative analysis of the 71 post-intervention responding utterances, classified along the four dialogic categories with illustrative excerpts (e.g., teacher suggestions to ask Tamar "to lead the next move"). Response-pattern counts are printed; no inferential test or effect size accompanies this descriptive finding.

"Many of the responses after the intervention were aimed at facilitating the emergence of a dialogic gap between learners (23 utterances)."

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
• 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
• 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 — related
• In RAMPUP field trials, English Learners' mathematical language became more monologic, authoritative, and technical within a single 40-minute jigsaw activity — related