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http://dx.doi.org/10.7468/mathedu.2020.59.1.17

Interaction patterns between teachers-students and teacher's discourse structures in mathematization processes  

Choi, Sang-Ho (Korea University)
Publication Information
The Mathematical Education / v.59, no.1, 2020 , pp. 17-29 More about this Journal
Abstract
The purpose of this study is to analyze the teacher's discourse structure of teachers according to the interaction pattern between teacher and student in the process of mathematization. To achieve this goal, we observed a semester class (44 lessons) of an experienced teacher who had practiced teaching methods for promoting student engagement for more than 20 years. Among them, one lesson case would be match the teacher's intention and the student's response and the other one lesson case would be to mismatch between the teacher's intention and the student's response was analyzed. In other words, in the process of mathematization based on students' engagement, the intention of the teacher and the reaction of the student was determined according to the cases where students did not make an error and when they made an error. A methodology used to develop a theory based on data collected through classroom observations(grounded theory). Because the purpose of the study is to identify the teacher's discourse structure to help students' mathematization, observe the teacher's discourse and collect data based on student engagement. Based on the teacher's discourse, conceptualize it as a discourse structure for students to mathematization. As a result, teacher's discourse structure had contributed to the intention of the teacher and the reaction of the student in the process of mathematization. Based on these results, we can help the development of classroom discourse for mathematization by specifying the role of the teacher to help students experience the mathematization process in the future.
Keywords
mathematization; interaction patterns between teachers-students; the structure of teachers' discourse;
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Times Cited By KSCI : 4  (Citation Analysis)
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