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Beyond Teachers’ Sight Lines: Using Video Modeling to Examine Peer Discourse

Donna Kotsopoulos 

February 2008, Volume 101, Issue 6, Page 468

Abstract:
The author describes her work in mathematics education discourse between student and peer and student and teacher. This article introduces readers to various examples of discourse analysis in mathematics education. Highlighted is interactional sociolinguistics, used in a present study to investigate peer discourse in a middle-school setting. Key findings from this study include the benefits of video modeling as a mechanism for fostering inclusive peer group work and the usefulness of video modeling as a tool for assessing peer communication. Implications for low performing students are discussed.

Keywords:
Achievement Gap
Article
Communication
Grades 9-12
Math Coordinator / Coach
Discourse Analysis
Teacher
Technology
Theory