What is the point of group discussion in mathematics?

Abstract

This paper sets out the implications of using pupil-pupil discussion within mathematics classrooms and describes the different ways that such discussion might promote mathematical understanding. It distinguishes the following aspects of a discussion: the organisation and articulation of one's own ideas for oneself; the elaboration of one's own ideas for communication to another; the dynamic feedback inherent in dialogue; and the creation of cognitive conflict and an awareness of the need for decentration. The paper then presents a framework within which discussion could most usefully take place, and the learning of the computing language, Logo, is presented as an example of a context which could satisfy the criteria suggested.