Student and teacher interventions: a framework for analysing mathematical discourse in the classroom
Student and teacher interventions: a framework for analysing mathematical discourse in the classroom
复制标题
学生和教师干预：分析课堂数学话语的框架
DOI：
--
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
O. Drageset
中科院分区：
文献类型：
--
作者：
O. Drageset
课堂中的数学话语已经以几种方式概念化，从相对一般的模式，如启动-反应-评价（Cazden在课堂话语：教学和学习的语言，海涅曼，伦敦，1988年; Mehan在学习课程：课堂中的社会组织。马萨诸塞州剑桥：哈佛大学出版社，1979年）到更细粒度描述的概念，如“Advancing Children's Mathematics”框架（Fraivillig等，J Res Math Educ 30（2）：148，1999年）。本文提出了一个框架，用于详细研究的数学话语的话轮的基础上。该框架被用来研究如何单轮相互影响，形成模式，在一个教师的实践。所使用的方法属于对话分析：研究单个回合并根据它们在对话中的角色来描述它们。两个主要的重复模式被确定：一个之间的学生解释和教师的重点行动，和教师的进步行动和学生的教师主导的反应。研究结果还包括其他连接，展示了各种学生干预（解释，教师主导的反应，未解释的答案，部分答案和倡议）是如何遵循不同类型的教师行动。一个含义是，通过发展能够在逐话轮基础上描述话语质量的概念，然后可以分析数学谈话何时促进事实的传递，何时促进数学论证，辩论和批评。
Mathematical discourse in the classroom has been conceptualised in several ways, from relatively general patterns such as initiation–response–evaluation (Cazden in classroom discourse: the language of teaching and learning, Heinemann, London, 1988; Mehan in learning lessons: social organization in the classroom. Cambridge, MA: Harvard University Press, 1979) to concepts for more fine-grained description such as the ‘Advancing Children’s Mathematics’ framework (Fraivillig et al. in J Res Math Educ 30(2):148, 1999). This article suggests a framework to be used for detailed studies of mathematical discourse on a turn-by-turn basis. This framework was used to study how single turns affect each other to form patterns in one teacher’s practice. The method used belongs to conversation analysis: studying single turns and characterise these according to their role in the conversation. Two main repeating patterns were identified: one between student explanations and the teacher’s focusing actions, and the other between the teacher’s progressing actions and students’ teacher-led responses. The findings also included other connections that demonstrate how various student interventions (explanations, teacher-led responses, unexplained answers, partial answers, and initiatives) are followed by different types of teacher actions. One implication is that, by developing concepts capable of describing qualities of a discourse on a turn-by-turn basis, it then becomes possible to analyse when mathematical talk fosters delivery of facts and when it fosters mathematical argumentation, debate, and critique.