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首页> 外文OA文献 >Intersubjectivity and groupwork in school mathematics:udexamining year 7 students’ interactions from a perspectiveudof communicative action
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Intersubjectivity and groupwork in school mathematics:udexamining year 7 students’ interactions from a perspectiveudof communicative action

机译：学校数学中的主体间性和群体性： ud从一个角度审视7年级学生的互动 ud交往行动

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摘要

This thesis explores how small group interactions around problem-solving in secondaryudschool mathematics can be understood using a theoretical framework of CommunicativeudAction inspired by Habermasian Critical Theory. How does cognition express itselfudsocially? What are the technical features of communicative acts that afford access to theuddevelopment of mutual understanding?ududA case study approach was used to investigate episodes of interactive speech acts.udParticipants included three Year 7 mathematics teachers and 87 students in 3 differentudEnglish secondary schools, who were engaged in adopting aspects of a ‘ComplexudInstruction’ pedagogical approach to design and coordinate problem-solving groupwork.udTasks were collaboratively designed with the participating teachers, followed by participantudobservation of the lessons, and post-lesson interviews with the teachers. Small groupudinteractions were recorded using Flip cameras at each table that captured audio and videoudof student interactions around the tasks, and whole class video was also recorded. Initialudanalysis of small group interactions led to the development of codes and models focusedudon understanding interactions from an intersubjective perspective informed by Habermas’udTheory of Communicative Action. These models and codes were then iteratively used toudgenerate and refine analytical statements and working hypotheses from furtherudinterrogation of the data. The pragmatic focus of this study is on the content of episodes ofudutterances. These episodes are part of the intersubjective level at which teaching andudlearning take place. The findings from this analysis add to the field by developing audtechnical and critical treatment of evidence of intersubjectivity in mathematics education.udUnderstanding the intersection of meaningful communication, action, and practices at theudsmall group level is argued to provide novel insights into practice and design for problemsolving groupwork in mathematics education.ududThe contributions of this thesis include the development of an Intersubjective Frameworkudfor Analysis of small group interactions, evidence that this framework can be productivelyudused to identify ways in which the development of collaborative understanding expressesuditself at the small group level, how it breaks down and how it can be supported.udMethodologically this work makes a claim to knowledge in the development ofudmicroanalyses of situated cognition informed by Habermasian social theory. This workudexplores the merits and limitations of the communicative perspective in understandingudsmall group interactions in mathematics problem-solving situations. A central claim is thatudHabermas’ sociological approach can be used productively to investigate small groupudinteractions in mathematics classrooms.ududTheoretically this work makes a claim to knowledge in the development of a novel set ofudcodes and models that can be used to analyse evidence of intersubjectivity through analysis of episodes of utterances in situ. This analytical framework is used to argue that small group interactions can be understood productively from a theoretical perspective of Communicative Action. These contributions suggest that insights from a perspective ofudCommunicative Action can give educators critical pragmatic insights into curriculum design, structuring groupwork and associated pedagogy, and communicative (as opposed toudinstrumental or strategic) intervention in the support of intersubjective understanding.
机译：本文探讨了在哈伯马斯批判理论的启发下，如何通过交际 udAction的理论框架来理解中学 udschool数学中解决问题的小组互动。认知如何/在社交上表达自己？交流行为的技术特征是什么，它们可以使相互理解的发展得到发展？ ud ud采用案例研究的方法来研究互动言语行为的发作。 ud参与者包括三名7年级的数学老师和三名不同的87名学生 ud英语中学，他们采用“复杂 udInstruction”教学法的各个方面来设计和协调解决问题的小组活动。 ud与参与的老师合作设计任务，然后是参与者对课程的观察和发表课对老师的采访。在每张桌子上使用Flip摄像机记录小组 ud互动，捕获围绕任务的学生互动的音频和视频 ud，同时还记录了全班视频。对小组互动的最初 udanalysis导致了从哈贝马斯 ud交往行动理论所知的主体间观点出发，着重于理解互动的代码和模型的开发。然后，这些模型和代码被迭代地用于进一步对数据进行进一步重新询问来对预算的陈述和工作假设进行预判和优化。这项研究的务实重点是发泄事件的内容。这些情节是进行授课和学习的主体间水平的一部分。通过对数学教育中主体间性证据的技术和批判性处理，该分析的发现增加了该领域。 ud了解 udsmall小组级别的有意义的沟通，行动和实践的交汇点，可为以下方面提供新颖的见解数学教学中解决小组作业的实践和设计。 ud ud本论文的贡献包括主体间框架的开发用于小团体互动分析的ud，证明该框架可以有效地被用来确定发展小组的方式。协作理解是在小组水平上自我表达，如何分解以及如何得到支持。 ud从方法上讲，这项工作要求发展基于哈贝马斯社会理论的情境认知微观分析的知识。这项工作探索了交流视角在理解问题解决情况下小组互动中的优缺点。一个主要的主张是， udHabermas的社会学方法可以有效地用于研究数学教室中的小组 udinteractions。 ud ud从理论上讲，这项工作要求开发一套新颖的 udcode和模型，这些知识可以通过原位发声分析来分析主体间性的证据。该分析框架用于论证从交流行为的理论角度可以有效地理解小组间的互动。这些贡献表明，从“交流行为”的角度出发，洞察力可以为教育工作者提供对课程设计，组建团队和相关教学法以及在主体间理解的支持下进行交际（与“工具或策略”相对的）干预的批判性实用见解。

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    Kent Geoffrey;

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  • 年度 2013
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  • 正文语种 {"code":"en","name":"English","id":9}
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