This ‘types of talk’ analysis referred to more than just the words children used. Groups that engaged in ‘Exploratory Talk’ seemed to really be thinking together. Groups that engaged in ‘Disputational Talk’ disagreed with each other and competed as individuals to get the right answer but without sharing their reasoning. This worked for some tasks but did not help them solve reasoning tests together. Groups that engaged in ‘Cummulative Talk’ agreed with each other and shared ideas but without challenging each other.
There were two main ways in which groups were not successful at solving problems. I was working with Neil Mercer at the time and using his three types of talk analysis for categorising groups in classrooms. I introduced it into research on classroom talk in the 1990’s when it seemed like a useful idea to explain the difference between successful and unsuccessful groups solving problems together. Dialogic Space is both a practical idea in the classroom and a slippery philosophical notion.
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