Three Dimensions of Dialogicity in Dialogic Argumentation
Hähkiöniemi, M., Lehesvuori, S., Nieminen, P., Hiltunen, J., & Jokiranta, K. (2019). Three Dimensions of Dialogicity in Dialogic Argumentation. Studia Paedagogica, 24(4), 199-219. https://doi.org/10.5817/SP2019-4-9
Published inStudia Paedagogica
DisciplineMatematiikka ja luonnontieteetKoulutuksen tutkimuslaitosMatematiikka ja luonnontieteetFinnish Institute for Educational Research
© 2019 the Authors
Three dimensions of dialogicity are emphasised in the literature: dialogic teacher talk, students' dialogic moves and organising for dialogic teaching. In this article, we examine these dimensions and the interplay between them in supporting dialogic argumentation in the context of whole-class discussions in mathematics and physics. Three seemingly different seventh-grade lessons were selected for further analysis from the database of a research project on dialogic argumentation. In this paper, we focus on whole-class discussions after a group assignment. The lessons were video recorded with multiple cameras and transcribed. We characterised dialogic features of teacher talk, more general teacher decisions and organising for dialogic teaching, as well as students' dialogic and justifying moves. In addition, we examined how these were connected. According to the results, the three dimensions of dialogicity played out differently in the lessons. Furthermore, the results give insights into the interplay of the three dialogicity dimensions and students' justifying moves in dialogic argumentation. ...
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Related funder(s)Academy of Finland
Funding program(s)Academy Project, AoF
Additional information about fundingThis work has been funded by the Academy of Finland (project number 286576).
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Nieminen, Pasi; Hähkiöniemi, Markus; Bruun, Jesper; Viiri, Jouni (Finnish Mathematics and Science Education Research Association (FMSERA), 2017)This study deals with a formal, pre-planned teacher–student discussion, called structured assessment dialogue (SAD) that assesses students’ inquiry competences by combining formative and summative assessments. Six SAD ...
Digital scaffold supporting dialogue and acquisition of academic language related to argumentation during online inquiry Murphy, Victoria (2016)In the 21st century collaboration and the use of digital environments have been recognised as key areas of classroom ecology. Dialogue in particular has been highlighted as an important part of collaboration in many studies. ...
Hähkiöniemi, Markus; Nieminen, Pasi; Lehesvuori, Sami; Francisco, John; Hiltunen, Jenna; Jokiranta, Kaisa; Viiri, Jouni (Svensk förening för matematikdidaktisk forskning (SMDF), 2018)Prior studies highlighted the importance of whole class discussion after student activities and have focused, for example, on teacher moves in supporting discussion. We characterize two processes in teacher-students ...
Lehesvuori, Sami; Hähkiöniemi, Markus; Jokiranta, Kaisa; Nieminen, Pasi; Hiltunen, Jenna; Viiri, Jouni (Masarykova univerzita, Filozofická fakulta, 2017)This paper reports on a teacher professional development (PD) programme addressing dialogic argumentation in mathematics and science classrooms. While argumentation skills are becoming more and more important in an ...
Hiltunen, Jenna; Hähkiöniemi, Markus; Jokiranta, Kaisa; Lehesvuori, Sami; Nieminen, Pasi; Viiri, Jouni (Finnish Mathematics and Science Education Research Association (FMSERA), 2017)Previous studies have reported difficulties in analysing students’ argumentation. Especially the warrant, which connects data with claims, is found to be problematic to recognise. Weexamine how specific criteria for ...