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http://dx.doi.org/10.30807/ksms.2019.22.4.005

Exploring the Relationships Among Teacher Questions, Turn-Taking Patterns, and Student Talks in Mathematics Classrooms  

Hwang, Sunghwan (Seoul Gaju Elementary School)
Publication Information
Journal of the Korean School Mathematics Society / v.22, no.4, 2019 , pp. 439-460 More about this Journal
Abstract
In this study, we examined classroom interaction to explore the relationships among teacher questions, turn-taking patterns, and student talks in mathematics classrooms. We analyzed lessons given by three elementary teachers (two first-grade teachers and one second-grade teacher) who worked in the same school using a conversation-analytic approach. We observed individual classrooms three times in a year. The results revealed that when teachers provided open-ended questions, such as "why and how" questions and "agree and disagree" questions, and used a non-IRE pattern (teacher initiation-student response-teacher feedback; Mehan, 1979), students more actively engaged in classroom discourse by justifying their ideas and refuting others' thinking. Conversely, when teachers provided closed-ended questions, such as "what" questions, and used an IRE pattern, students tended to give short answers focusing on only one point. The findings suggested teachers should use open-ended questions and non-IRE turn-taking patterns to create an effective math-talk learning community. In addition, school administrators and mathematics educators should support teachers to acquire practical knowledge regarding this approach.
Keywords
Teacher questions; turn-taking patterns; student talks; classroom discourse; math-talk learning community;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
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