Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
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A Comparative Study of the Teaching Language of a Novice Teacher and an Expert Teacher in Algebra Instruction

  • Wang, Si-kai (Jing Hengyi College of Teachers' Education, Hangzhou Normal University) ;
  • Ye, Li-jun (Jing Hengyi College of Teachers' Education, Hangzhou Normal University)
  • Received : 2019.09.26
  • Accepted : 2020.02.11
  • Published : 2020.03.31
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Abstract

The effectiveness of mathematics classroom teaching is directly affected by the teaching language. Comparing the teaching language of a novice teacher in algebra instruction with an expert teacher from the perspective of pragmatics, it comes to a conclusion that: both teachers attach great importance to the use of the teaching language, with the proportion of the teaching language time more than 50%; the novice teacher uses the affirmative language frequently, twice as often as the expert teacher; the declarative language the novice teacher uses in the exploration is mostly to repeat students' answer, which takes up a short time; the novice teacher uses the teaching language too much in the consolidation, which causes fewer opportunities for students to think. Then we get the following revelations: streamline the teaching language and control the time of the teaching language reasonably; make good use of the affirmative language to provide students hints and necessary time for thinking; avoid simple restatement of the student's answer and use the declarative language ingeniously to improve the feedback quality; use the teaching language appropriately to help students accumulate basic experience in mathematics activities.

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