The role of interactive dialogue in students? learning of mathematical reasoning: A quantitative multi-method analysis of feedback episodes

被引：3
作者：
Smit, Robbert [1 ]
Hess, Kurt [2 ]
Taras, Alexandra [1 ]
Bachmann, Patricia [1 ]
Dober, Heidi [2 ]
机构：
[1] St Gallen Univ Teacher Educ, Notkerstr 27, CH-9000 St Gallen, Switzerland
[2] Univ Teacher Educ Zug, Zugerbergstr 3, CH-6300 Zug, Switzerland
来源：
LEARNING AND INSTRUCTION | 2023年 / 86卷
基金：
瑞士国家科学基金会;
关键词：
Formative feedback; Mathematical reasoning; Primary school; Interactive dialogue; FORMATIVE ASSESSMENTS; CLASSROOM ASSESSMENT; SELF-REGULATION; TEACHERS; DISCOURSE; EDUCATION; LANGUAGE; RUBRICS;
D O I：
10.1016/j.learninstruc.2023.101777
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Interactive dialogue within feedback episodes is essential for developing primary school students' mathematical reasoning competence. Our goal was to better understand the nature of the associations between observed dialogue, teachers' formative feedback, and students' mathematical reasoning. We applied a two-step approach, first constructing a video-analysis instrument for assessing the quality of interactive dialogues and then combining the interaction data with student and teacher questionnaire data from 804 students in 44 fifth and sixth grade primary school classes. The quality of the observed dialogues predicted class differences in students' self-efficacy for explaining but not in their reasoning competence, which was predicted by perceived formative feedback.
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页数：18
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