STUDENTS’ CHANGING METARULES DURING AND AFTER WATCHING DIALOGIC INSTRUCTIONAL VIDEOS
Abstract
Dialogic instructional videos feature authentic conversations of students as they engage in complex mathematical problems. Because these videos show students engaging in rich mathematical interactions students might use them as models for how they should engage in such interactions. In this study, we investigated how watching a dialogic video that showed two students creating pictures to illustrate mathematical relationships shaped what two pairs of students thought was necessary to include in their own pictures. We found that while the video the students watched did indeed shape what they thought was necessary to include in their pictures, the degree to which they felt they needed to mirror the pictures in the video varied considerably.
This paper has been withdrawn.