Why Tommy is learning Math? Applying successful educational actions to foster mathematics learning
The European Parliament recommends using interactive groups (IGs) to improve children's academic performance and social cohesion. IGs are a type of classroom organisation in which the classroom is divided into small heterogeneous groups, with an adult facilitating the task. Drawing on the principles of the dialogic learning (Flecha, 2000), children engage in interactions using dialogic talk: they work hard to explain their answers using validity claims, rather than power claims.
In this presentation, Javier Diez-Palomar will share some excerpts with the audience to discuss how children use talk either to promote learning, or to avoid it. He will move beyond Bruner's concept about scaffolding to discuss the relationship between children, teacher and volunteers (members of the families or the community) within the classroom.
Javier Diez-Palomar is 'Ramon y Cajal' senior researcher in the Center of Research in Theories and Practices that Overcome Inequalities (CREA), University of Barcelona. He is also Associated Professor at the department of Science and Mathematics Education in that university.
Facilitator: Gail FitzSimons
Tuesday 7 July, 12.30-1.30pm
Level 2, 234 Queensberry St
Melbourne Graduate School of Education
Please RSVP to Pam Firth firstname.lastname@example.org