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Social Metacognition, Micro-Creativity, and Justifications: Statistical Discourse Analysis of a Mathematics Classroom Conversation

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Productive Multivocality in the Analysis of Group Interactions

Part of the book series: Computer-Supported Collaborative Learning Series ((CULS,volume 15))

Abstract

This analysis shows how statistical discourse analysis can identify the locations and consequences of pivotal moments and how characteristics of recent turns of talk such as questions and evaluations (social metacognition) are linked to characteristics of subsequent turns of talk, such as correct ideas, new ideas, or justifications. Along with the other studies in this unit, this analysis shows how multivocality can suggest cycles of analyses and help develop further statistical methods.

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Author information

Authors and Affiliations

  1. University at Buffalo—State University of New York, Buffalo, NY, USA

    Ming Ming Chiu

Authors
  1. Ming Ming Chiu
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Correspondence to Ming Ming Chiu .

Editor information

Editors and Affiliations

  1. Dept. of Information & Computer Sciences, University of Hawai'i at Manoa, Honolulu, Hawaii, USA

    Daniel D. Suthers

  2. ICAR Research Lab, CNRS — University of Lyon, LYON, France

    Kristine Lund

  3. Language Technologies Inst. & HCI Inst., Carnegie Mellon University, Pittsburgh, Pennsylvania, USA

    Carolyn Penstein Rosé

  4. Problemshift, Inc., Windsor, Ontario, Canada

    Chris Teplovs

  5. University of Hong Kong Centre for Info. Technology in Education, Hong Kong, Hong Kong SAR

    Nancy Law

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Chiu, M.M. (2013). Social Metacognition, Micro-Creativity, and Justifications: Statistical Discourse Analysis of a Mathematics Classroom Conversation. In: Suthers, D., Lund, K., Rosé, C., Teplovs, C., Law, N. (eds) Productive Multivocality in the Analysis of Group Interactions. Computer-Supported Collaborative Learning Series, vol 15. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-8960-3_7

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