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http://dx.doi.org/10.7468/mathedu.2020.59.2.101

Teacher-student interaction patterns and teacher's discourse structures in understanding mathematical word problem  

Choi, Sang-Ho (Korea University)
Publication Information
The Mathematical Education / v.59, no.2, 2020 , pp. 101-112 More about this Journal
Abstract
The purpose of this study is to analyze the structures of teacher's discourse according to the pattern of interaction between teachers and students in the understanding mathematical word problem. The structures of teacher's discourse could be conceptualized as a process in which the teacher starts, develops and organizes the discourse based on prior research. For this purpose, the fourth class(example, a problem of the same type as the example, formative assessment, and final assessment) was extracted from one semester of experienced teachers who have been practicing teaching methods to facilitate student participation for many years. A methodology used to develop a theory based on data collected through classroom observations. Because the purpose of the study is to identify the structures of teacher's discourse to help the problem understanding, observe the teacher's discourse and collect data based on student engagement. Results show that the structure of teacher's discourse, which consults on important aspects of interaction between teachers-students and creates mathematical meanings, helped students understand the mathematics word problem by promoting their engagement in class. Based on the structures of teacher's discourse to understand problems based on the interaction patterns between teachers and students, it can be said that teachers provided specific methodologies on how to communicate with students in order to understand problems in the future.
Keywords
mathematical word problem; problem understanding; problem solving; the structure of teachers' discourse;
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Times Cited By KSCI : 6  (Citation Analysis)
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