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Award ID contains: 1907782

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  1. ; (, International Group for the Psychology of Mathematics Education.)
    Evans, T; Marmur, O; Hunter, J; Leach, G; Jhagroo, J (Ed.)
    Accepted Manuscript Full Text Available
  2. ; (, Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2).)
    Evans, Tanya; Marmur, Ofer; Hunter, Jodie; Leach, Generosa; Jhagroo, Jyoti (Ed.)
    Dialogic instructional videos feature authentic conversations of students as they engage in complex mathematical problems. Because these videos show students engaging in rich mathematical interactions students might use them as models for how they should engage in such interactions. In this study, we investigated how watching a dialogic video that showed two students creating pictures to illustrate mathematical relationships shaped what two pairs of students thought was necessary to include in their own pictures. We found that while the video the students watched did indeed shape what they thought was necessary to include in their pictures, the degree to which they felt they needed to mirror the pictures in the video varied considerably. 
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    Accepted Manuscript Full Text Available
  3. ; ; (, The Journal of Mathematical Behavior)
    Full Text Available 
  4. ; ; (, Mathematics Teacher: Learning and Teaching PK-12)
    Explore three challenges that students faced and how they made progress. 
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    Full Text Available 
  5. ; ; (, Proceedings of the PME Conference)
    Fernández, C.; Llinares, S.; Gutiérrez, A.; Planas, N. (Ed.)
    The need for high-quality remote learning experiences has been illustrated by the COVID-19 pandemic. As such, there is a need to explore instructional videos that go beyond expert exposition as the main pedagogical approach. An emerging body of research has begun to investigate instructional videos that feature dialogue. However, this body of research has focused primarily on whether such videos are effective. In contrast, the purpose of our study is to investigate the dialogic learning processes involved as students viewing dialogic videos develop mathematical meaning. We employed a Bakhtinian perspective to analyse the learning of a pair of Grade 9 students who engaged with dialogic instructional videos. The results focus on ventriloquation as a learning process. 
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    Accepted Manuscript Full Text Available