| There is a problem with students' mathematics achievment, particularly in the area of math communication. Fostering math communication is vital for the future academic success of students. This qualitative multicase study observed a kindergarten and third grade teacher as they implemented mathematics dyads with students. The purpose of the study was to observe how primary teachers implement and sustain math dyads for the purpose of enhancing student communication in math. The conceptual framework was rooted in social constructivism, dialogic teaching, collaborative learning, and mathematics problem-solving. Specific methods these teachers used to facilitate dyads as well as the types and qualities of student communication that occur while participating in dyads were studied. The data sources included classroom observations, teacher interviews, and student work samples. The data were analyzed using open coding within and between cases. The key findings included the need for thoughtful implementation of dyads, positive teacher attitudes towards using dyads, the need for student practice, and the importance of the dyad focus. From these results, it is recommended that teachers receive support from their colleages and districts as they implement dyads. Implications for social change included exploring a pedagogy promoting equity and fostering democracy through participation in mathematical debate and problem-solving, thus encouraging all students regardless of race, ethnicity, special learning needs, or gender to participate fully in their education and gain a strong mathematics foundation. The study impacted the research site by describing ways that teachers can use dyads to promote high level mathematics communication among students. |
