Students’ collaborative decision-making processes in defining and classifying quadrilaterals: a semiotic/dialogic approach
Fujita, T; Doney, J; Wegerif, R
Date: 22 April 2019
Article
Journal
Educational Studies in Mathematics
Publisher
Springer
Publisher DOI
Abstract
In this paper, we take a semiotic/dialogic approach to investigate how a group of UK 12–13-year-old students work with hierarchical defining and classifying quadrilaterals. Through qualitatively analysing students’ decision-making processes, we found that the students’ decision-making processes are interpreted as transforming their ...
In this paper, we take a semiotic/dialogic approach to investigate how a group of UK 12–13-year-old students work with hierarchical defining and classifying quadrilaterals. Through qualitatively analysing students’ decision-making processes, we found that the students’ decision-making processes are interpreted as transforming their informal/personal semiotic representations of “parallelogram” (object) to more institutional ones. We also found that students’ decision-making was influenced by their inability to see their peers’ points of view dialogically, i.e., requiring a genuine inter-animation of different perspectives such that there is a dialogic switch, and individuals learn to see the problem “as if through eyes of another,” in particular collectively shared definitions of geometrical shapes.
School of Education
Faculty of Humanities, Arts and Social Sciences
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