Multimodal Dialogue in Small-Group Mathematics Learning

Multimodal Dialogue in Small-Group Mathematics Learning

Abdu, Rotem (University of Haifa)
van Helden, G. (TU Delft Space Systems Egineering)
Alberto, Rosa (Universiteit Utrecht)
Bakker, Arthur (Universiteit Utrecht)

2021

In this paper, we combine dialogic and embodied theories of learning to create a unified analytic lens. Embodied cognition is a theoretical approach operating under the premise that thinking and communication are multimodal activities. Under this premise, dialogue between learners needs to be conceptualized using a multimodal lens. We identify multimodal voices as speech and movement bundles situated within a learning context and describe a phenomenon that we call Multimodal Dialogue – multimodal interaction between different multimodal voices. To demonstrate this phenomenon, we analyze a learning sequence by two third-grade students who participated in a mathematics lesson aimed to foster embodied learning of proportion. Our analysis zooms in on the phenomenon of a multimodal voice as a speech-and-movement bundle situated within a learning context. We further show how multimodal dialogic gaps – differences between multimodal voices within and between modalities – drive communication and eventual changes in voices.

Dialogue
Multimodality
Learning
Small group
Mathematics lesson

http://resolver.tudelft.nl/uuid:12399798-3f5b-4908-9ccf-ab366cf41abc

https://doi.org/10.1016/j.lcsi.2021.100491

Learning, Culture and Social Interaction, 29

Institutional Repository

journal article

© 2021 Rotem Abdu, G. van Helden, Rosa Alberto, Arthur Bakker