Abstract
Abstract 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.
Highlights
This paper explores the value of combining dialogic and embodied approaches to analyze small-group mathematics learning
We focus on dialogic theories that help in understanding group learning – and on three ontological entities from Wegerif (2006, 2011) dialogic theory of thinking and learning: voice, dialogic gap, and interaction
We present the context for a case study we use to investigate how a multimodal dialogue can be manifested in group learning of mathematical content
Summary
This paper explores the value of combining dialogic and embodied (multimodal) approaches to analyze small-group mathematics learning. Our premise is that people learn in and through multimodal (e.g., speech, gesture, movement) interaction with the envi ronment. Both dialogic (Cresswell & Teucher, 2011; Wegerif, 2011) and embodied (Flood, 2018; Radford, 2009) per spectives consider learning a transient, culturally embedded, and situated activity. We use the term multimodal dialogue to signify a phenomenon in which interactions occur within and across modalities To explore this phenomenon’s potential value for learning, we ask: how can a.
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