Multimodal dialogue in small-group mathematics learning

In this paper, we combine dialogic and embodied theories of learning to create a unified analytic lens. Embodied cognition is theoretical approach operating under the premise that thinking communication are multimodal activities. Under premise, dialogue between learners needs be conceptualized using We identify voices as speech movement bundles situated within context describe phenomenon call Multimodal Dialogue – interaction different voices. To demonstrate phenomenon, analyze sequence by two third-grade students who participated in mathematics lesson aimed foster proportion. Our analysis zooms on voice speech-and-movement bundle context. further show how gaps differences modalities drive eventual changes