Social Metacognition, Micro-Creativity, and Justifications: Statistical Discourse Analysis of a Mathematics Classroom Conversation

Abstract

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 subsequent turns of talk, such as correct ideas, new ideas or justifications. Along with the other studies in this unit, this analysis shows how multivocality can suggest cycles of analyses and help develop further statistical methods.