| Abstract: | Utilizing video study methodology where participants, as well as the researcher, analyzed their own video data, this research examined the nature of students talking aloud during peer collaborations in mathematics. The findings suggest that students engage in three types of talking aloud: (1) clarification of thinking (i.e. spontaneous utterances related to the mathematical task); (2) expressions of confusion (i.e. “I don’t understand!”), with the explicit intent of eliciting support from peers; or (3) a combination of (1) and (2). The findings also show that students do not perceive other students’ talking aloud as an inter-communicative gesture. This research highlights the importance emphasizing to students that talking aloud during peer collaborations should be viewed as a potential antecedent to communicative interaction and the importance of teaching students how to listen to one another. |
