Math Discourse in a Grade 2 Knowledge Building Classroom

The goal of this study was to examine grade two Math Talk in geometry within a Knowledge Building community engaged in both face-to-face and computer-mediated discourse. Ontario Ministry of Education guidelines were used to identify grade two geometry concepts. Math vocabulary extracted from these guidelines was used, along with a content-based social network analysis tool, to explore the emergence of new domain-specific vocabulary in student discourse and to assess patterns of engagement surrounding use of those terms. A â Ways of Contributingâ analytic framework was used to assess the nature of both teacher and student contributions to face to face and online discourse. Findings suggest that students as early as grade 2 can engage productively in Knowledge Building Math Talk in both face-to-face and online contexts.M.A