How does dialogical talk promote student learning during small group work? An exploratory study

This article reports on a study which analysed the dialogue among students working in small groups. The main aim of analysis was to identify types interaction through student-student talk. also examined association between and correctness answers provided by task. Results suggest that “dialogic interaction”, as type action based use validity claims (including conjectures, reasoning proof) within dialogue, is associated with correctness, since participants must justify their drawing are susceptible being verifiable all group. findings provide evidence advance our knowledge about what it dialogic promotes learning, opening up new avenues for teachers improve practice classroom.