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[Xmca-l] Re: In defense of Vygotsky [[The fallacy of word-meaning]
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- Subject: [Xmca-l] Re: In defense of Vygotsky [[The fallacy of word-meaning]
- From: "White, Phillip" <Phillip.White@ucdenver.edu>
- Date: Sun, 26 Oct 2014 15:31:28 +0000
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- Thread-topic: [Xmca-l] Re: In defense of Vygotsky [[The fallacy of word-meaning]
as you wrote, Ed:
" In the next section of the paper I take up a different math lesson with ostensibly the same purpose (i.e. making sense of 'word' problems). Some different things will show up which perhaps get me a little closer to a 'smallest' unit of analysis. It will, in a sense, be the 'kinds' of turns not the number of turns (although chidden will have more turns) that are interesting (or so I think - smile)."
clearly i did not express myself coherently, this this is exactly the point i was attempting to make - that it was the 'kinds' of turns, the action within the turn, that was of paramount importance. i interpreted the teacher's turns as actions that the students could have been doing. which is why i noted that the teacher produced the greatest number of turns. as a teacher of teachers i would have preferred to see the great majority of turns having been done by the students - preferably student to student responses.
and thanks for the smiles!