‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups

Webb, Noreen M.; Franke, Megan L.; De, Tondra; Chan, Angela G.; Freund, Deanna; Shein, Pat; Melkonian, Doris K.

doi:10.1080/03057640802701986

Cited by 193Mathematics Education and Teaching TechniquesInnovative Teaching and Learning MethodsMathematics Education and Pedagogy

‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups

Webb, Noreen M., Franke, Megan L., De, Tondra, Chan, Angela G., Freund, Deanna, Shein, Pat, Melkonian, Doris K.·2009·Cambridge Journal of Education

DOI 10.1080/03057640802701986

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Abstract

Collaborative group work has great potential to promote student learning, and increasing evidence exists about the kinds of interaction among students that are necessary to achieve this potential. Less often studied is the role of the teacher in promoting effective group collaboration. This article investigates the extent to which teachers' instructional practices were related to small‐group dialogue in four urban elementary mathematics classrooms in the US. Using videotaped and audiotaped recordings of whole‐class and small‐group discussions, we examined the extent to which teachers pressed students to explain their thinking during their interventions with small groups and during whole‐class discussions, and we explored the relationship between teachers' practices and the nature and extent of students' explaining during collaborative group work. While teachers used a variety of instructional practices to structure and orchestrate students' dialogue in small groups, only probing students' explanations to uncover details of their thinking and problem‐solving strategies exhibited a strong relationship with student explaining. Implications for future research, professional development, and teacher education are discussed.

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It is mainly the contingency of teacher support that determines the effectiveness of the support.
“Several studies suggest that it is mainly the contingency of teacher support that determines the effectiveness of the support.”
From Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2019) · cites this paper as Webb et al. (2009)
When teachers used students' initial thinking in their probes for explanation, students gave additional explanations beyond their initial explanations.
“Webb et al. (2009) showed that when teachers used students' initial thinking in their probes for explanation, students gave additional explanations beyond their initial explanations.”
From Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2019) · cites this paper as Webb et al. (2009)
Previous studies suggest that it is mainly the contingency of teacher support that determines the effectiveness of the support in fostering students' learning.
“and these previous studies suggest that it is mainly the contingency of teacher support that determines the effectiveness of the support in fostering students' learning (Chiu, 2004;Meloth & Deering, 1999;Webb et al., 2009).”
From Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2019) · cites this paper as Webb et al., 2009
Previous studies have shown that listening to students before interacting with them is important.
“Adding to previous studies that have shown that listening to students before interacting with them is important (e.g., Meloth & Deering, 1999;Webb et al., 2009)”
From Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2019) · cites this paper as Webb et al., 2009

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Authors: Webb, N. M., Franke, M. L., De, T., Chan, A. G., Freund, D., Shein, P., & Melkonian, D. K.
Affiliations: University of California, Los Angeles (US)
Corresponding author: Webb, Noreen M.
ORCID: Webb, Noreen M.
Franke, Megan L.
Venue: Cambridge Journal of Education
Publisher: Informa UK Limited
Published: 2009-03
Volume: 39
Issue: 1
Pages: 49-70
ISSN: 0305-764X (ISSN-L)
1469-3577
DOI: 10.1080/03057640802701986
OpenAlex: W2060788913
Cited by: 193
References: 67
Citations by year: 2026: 6 · 2025: 8 · 2024: 11 · 2023: 6 · 2022: 19 · 2021: 20 · 2020: 17 · 2019: 14 · 2018: 11 · 2017: 15 · 2016: 12 · 2015: 16 · 2014: 9 · 2013: 12 · 2012: 9
FWCI: 22.66
Type: journal article
Language: en
Open access: closed
Locations: Cambridge Journal of Education (publishedVersion)
Topics: Social Sciences › Education › Mathematics Education and Teaching Techniques
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
Keywords: collaborative group work, teacher instructional practices, whole-class discussion, mathematics education, urban elementary schools, teacher questioning, problem-solving strategies

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‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups

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