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Current Situation and Cultivation Strategies of Student-Student Dialogue in Lower Primary Mathematics Classrooms

Author(s)

Qian Zhang

Affiliation(s)

Foreign Language Primary School, Affiliated Education Group of Shenzhen University, Shenzhen, Guangdong, China

Abstract

Our research reveals that student-student dialogue has become one of the mainstream forms of classroom dialogue in contemporary education. While teachers have a relatively high level of awareness regarding student-student dialogue, their ability to organize such dialogue in classrooms remains insufficient—they encounter numerous difficulties and uncertainties in the process. Most students are willing to participate in dialogues and even aspire to be speakers or take the lead in addressing issues. Additionally, our findings indicate that during student-student dialogue, students demonstrate strong performance in listening, problem analysis, critical thinking, and verbal expression, showing distinct advantages in these aspects. In terms of information flow among students, two-way flow is dominant, but one-way flow also accounts for a significant proportion. This suggests that student-student dialogue in current classrooms is far from ideal: it lacks sufficient breadth and depth, and students’ participation, interaction, and the intellectual depth of their dialogue are inadequate.

Keywords

Student-Student Dialogue; Mathematics Classrooms; Lower Primary Grades; Current Situation of Dialogue; Dialogue Strategies

References

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