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http://dx.doi.org/10.15207/JKCS.2017.8.8.215

A Case Analysis of Study on Verbal Interaction during the Math Class of a Special Classroom  

Hong, Jae-Young (Dept. of Secondary Special Education, Jeonju University)
Publication Information
Journal of the Korea Convergence Society / v.8, no.8, 2017 , pp. 215-224 More about this Journal
Abstract
The purpose of this study was to analyze the cases of verbal interactions occurring during the mathematics lessons taught in middle school special classes in order to examine the elements and types of verbal interactions that occur between the teachers and students. Data were collected and analyzed for the sessions on geometric units that formed part of the mathematics lessons routinely implemented in the special classes. The analysis showed that the teachers initiated 237 (84.1%) of the 291 instances of verbal linguistic interactions. A total of 240 teachers' questions were analyzed, and questions in the area of knowledge occurred the most frequently, at 160 times (66.7%). A total of 617 student responses were analyzed, and short answers occurred the most frequently, at 367 times (59.5%). Teacher feedback occurred 581 times in total, and correct/incorrect (simple) feedback occurred the most frequently, at 234 times (40.3%). A total of 237 verbal interactions were observed between the teachers and children, and the I (RF) type (one teacher question, one student response, and one instance of teacher feedback) occurred most frequently, at 83 times (35.0%).
Keywords
verbal interaction; lesson analysis; special class; teacher's feedback; mathematics;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
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