Abstract

In this talk, Professor Howe will summarize studies that she has conducted over the past 25 years, which involve small groups of students working collaboratively on mathematical and scientific topics. The studies examine the dialogue that occurs during collaborative group work, and the implications of that dialogue for learning and understanding. An attempt has been made to characterize the parameters of ‘productive dialogue’. Within mathematics and science, the form of productive dialogue seems to vary as a function of student age, experience and prior conceptions. However, there may also be differences between mathematics and science, which stem from cultural representations of the two disciplines and not characteristics of students. The talk will develop these themes, and draw out the implications for educational practice and socio-cultural theory