Research behind the Best Evidence Synthesis

Item number
BES020

BES selection
Mathematics BES

Format
Journal article

Title
Reflective discourse and collective reflection

Author
Cobb, Paul ; Boufi, Ada ; McClain, Kay ; Whitenack, Jor

Publisher
National Council of Teachers of Mathematics

Publishing Year
1997

Source
Journal for research in mathematics education, v.28 n.3 p.258-277

ISSN
00218251

Subject
Curriculum

Descriptors
Curriculum ; Classroom techniques ; Mathematics education ; Mathematics teaching ; Mathematics skills

Age Focus
Children (5 to 12 years) ; Adolescents (13 to 17 years)

Education level
Primary education ; Secondary education

Language
English

How to obtain
Ask at your public or university library. If they don’t have it they can borrow it from another library for a small charge.

Abstract
The analysis in this paper focuses on the relationship between classroom discourse and mathematical development. We give particular attention to reflective discourse, in which mathematical activity is objectified and becomes an explicit topic of conversation. We differentiate between students' development of particular mathematical concepts and their development of a general orientation to mathematical activity. Specific issues addressed include both the teacher's role and the role of symbolization in supporting reflective shifts in the discourse. We subsequently contrast our analysis of reflective discourse with Vygotskian accounts of learning that also stress the importance of social interaction and semiotic mediation. We then relate the discussion to characterizations of classroom discourse derived from Lakatos' philosophical analysis. (Author)

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The Iterative Best Evidence Synthesis programme (BES) : New Zealand Ministry of Education
http://www.educationcounts.govt.nz/themes/BES