Social Metacognition, Micro-Creativity, and Justifications: Statistical Discourse Analysis of a Mathematics Classroom Co
This analysis shows how statistical discourse analysis can identify the locations and consequences of pivotal moments and how characteristics of recent turns of talk such as questions and evaluations (social metacognition) are linked to characteristics of
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Social Metacognition, Micro-Creativity, and Justifications: Statistical Discourse Analysis of a Mathematics Classroom Conversation Ming Ming Chiu
In this chapter, I apply statistical discourse analysis (SDA, Chiu, 2008a) to Shirouzu’s classroom data both to identify the locations and consequences of pivotal moments and to accompany other methodologies to yield multivocality insights. When asked to solve a novel problem, students try to create new ideas (micro- creativity) and assess their utility via explanations or justifications (Chiu, 2008a). [Micro-creativity occurs at specific moments, unlike the daily-life “small c” creativity of ordinary people and the “big C” creativity that affects societies (Sternberg & Lubart, 1999).] While micro-creativity provides grist for solving a problem, justifications support or refute an idea’s usefulness by linking it to data, using a warrant, or supporting a warrant with backing (Toulmin, 2003). Hence, justifications are also a crucial component of the micro-creative process. A natural follow-up question is how classroom processes affect new ideas and justifications and whether their effects differ across time. In this study, I address these issues by statistically modeling individual and conversation turn characteristics that affected micro-creativity or justifications as students solved a fraction problem in a Japanese classroom. This study contributes to the classroom process literature in four ways. First, I document when new ideas, correct ideas, and justifications occur, whether they occur uniformly during a lesson or more frequently in some time periods (meso-time context) than in others (Wise & Chiu, 2011). I statistically identify pivotal moments that divide the lesson into distinct time periods. Second, I test how the recent sequences of actions (micro-time context) affect the likelihoods of micro-creativity or justifications (Wise & Chiu, 2011). Third, I test whether the above effects differ across participants, classrooms, or time periods. Lastly, I discuss how other analysts’ results and ideas have improved both SDA and its results. By understanding how the multivocality of several analyses informs one another, we can develop stronger methods and reap greater insights from a data set. M.M. Chiu (*) University at Buffalo—State University of New York, Buffalo, NY, USA e-mail: [email protected] D.D. Suthers et al. (eds.), Productive Multivocality in the Analysis of Group Interactions, Computer-Supported Collaborative Learning Series 16, DOI 10.1007/978-1-4614-8960-3_7, © Springer Science+Business Media New York 2013
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Micro-creativity and Justification Classroom participants’ cognitive or social metacognitive processes might influence one another’s thinking. This section focuses on how they might affect one another’s micro-creativity and justifications.
Cognition Classroom participants can build on one another’s ideas to create new ideas through processes such as sparked ideas, error recognition, and jigsaw pieces (Paulus & Brown, 2003).
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