iLearn? Investigating dialogical interaction with tablets in mathematics lessons

ABSTRACT

There is a significant body of research that indicates that the use of tablets to learn mathematics in elementary school motivates students to learn. Low mathematical attainment in international benchmarking tests of mathematics in South Africa led the authors to investigate the potential that the mobility of the tablet provided for children to learn how to reason using what Mercer called ‘exploratory’ talk, a form of dialogical interaction indicative of reasoning. In this article the authors investigate two grade 6 classrooms in two schools where students are learning mathematics using tablets. In this multiple case study, the authors videotaped children during mathematics lessons where they used tablets to solve mathematical problems, and the data were transcribed. Findings indicate that the tablets across both contexts facilitate what Mercer calls exploratory talk, which is indicative of reasoning and, therefore, learning.

KEYWORDS:

• Exploratory talk
• reasoning
• tablets
• mediation
• mathematics

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The work was supported by the National Research Foundation [CPRR150702122711]

Notes on contributors

Joanne Hardman

Joanne Hardman is an Associate Professor and Deputy Director in the School of Education at UCT. Located in a cultural historical theoretical field, she is interested in how tools such as tablets can alter children developmentally. She has published numerous articles, book chapters and a monograph in her field.

Warren Lilley

Warren Lilley is a lecturer in the School of Education at the University of Cape Town. He is interested in the use of cultural historical theory as a tool to change pedagogical practices. He uses a change laboratory methodology in his own practice to effect changes in pedagogical praxis.