Browse > Article
http://dx.doi.org/10.7468/jksmee.2022.36.4.487

Exploration of Teacher Questions and Discourse Types in Chinese Mathematics Classrooms  

Liu, Wentin (Graduate School, Yeungnam University)
Publication Information
Communications of Mathematical Education / v.36, no.4, 2022 , pp. 487-509 More about this Journal
Abstract
The purpose of this study is to analyze classroom discourse in the math classroom of middle school in China, which has a unique math classroom background of entrance examination for high school. To this end, this study analyzed teacher question statistics and episodes by teacher question type as starting speech in mathematics classroom discourse, and five IRF subtypes were especially identified by class discourse structure analysis. The data were analyzed focusing on a total of 15 transcripts of math classes recorded by three math teachers at H School in Guiyang, Guizhou Province, China, and written interviews of teachers. According to the results of this study, an average of 20 teacher questions were observed for each class, and the teacher question type was classified into confirmation question (understanding confirmation question, explanation request question, and double check question) and information question (information presentation question). In addition, according to classroom discourse analysis, the IRF discourse structure was divided into fragmentary evaluation, evaluation+reason, evidence of explanation, evaluation+student response re-statement, guidance on other thoughts or solutions, and student answer correction or teacher opinion presentation.
Keywords
mathematics classroom discourse; teachers' questioning; IRE; IRF; Chinese mathematics classroom;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Choi, M. (2004). A study of the educational beliefs of early childhood teachers according to career and type of institute. The Korean Society for Early Childho d Education, 24(1), 29-47.
2 Hwang, P., & Sung M. (2020). Classroom discourses in primary English 6th-Grade teachers' guides. Korea Insti ute for Cur iculum and Evaluation, 23(4), 19-38.
3 Bogdan, R., & Biklen, S. K. (2010). 교육의 질적 연구방법론. (조정수, 역). 경문사. (원문 출판 2007).
4 Bogdan, R., & Biklen, S. K. (2010). Qualitative research education: A introduction to theories and methods. (Cho, C. Trans). Kyung Moon Sa. (Original work published in 2015).
5 Cai, J., & Wang, T. (2010). Conceptions of effective mathematics teaching within a cultural context: Perspectives of teachers from China and the United States. Journal of Mathematics Teacher Education, 13, 265-287.
6 Cazden, C. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.
7 DeJarnette, A. F., Wilke, E., & Hord, C. (2020). Categorizing mathematics teachers' questioning: The demands and contributions of teachers' questions. International Journal of Educational Research, 104, 1-20.
8 Delice, A., Aydin, E., & Cevik, K. S. (2013). Mathematics teachers' use of questions: Is there a change of practice after the curriculum change? Eurasia Journal of Mathematics, Science & Technology Education, 9(4), 417-427.
9 Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan Publishing Company.
10 Fan, L., Wong, N. Y., Cai, J., & Li, S. (Eds.). (2004). How Chinese learn mathematics: Perspectives from insiders. Singapore: World Scientific Publishers.
11 Fazio, L. K. (2019). Retrieval practice opportunities in middle school mathematics teachers' oral questions. British Journal of Educational Psychology, 89, 653-669.   DOI
12 Franke, M. L., Kazemi, E., & Battey, D. (2007). Mathematics teaching and classroom practice. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 225-256). Reston, VA: NCTM.
13 Manouchehri, A., & Lapp, D. A. (2003). Unveiling student understanding: The role of questioning in instruction. Mathematics Teacher, 96(8), 562-566.   DOI
14 Hiebert, J., Callimore, R., Garnier, H., Givving, K. B., Hollingsworth, H., & Jacobs, J., et al. (2003). Teaching mathematics in seven countries: Results from the TIMMSS 1999 video study. National Center for Education Statistics.
15 Imm, K., & Stylianou, D. A. (2012). Talking mathematically: An analysis of discourse communities. J ournal of Mathematical Behavior, 31, 130-148.   DOI
16 Long, M. H., & Sato, C. J. (1983). Classroom foreigner talk discourse: Forms and functions of teacher questions. In H. W. Seliger & M. H. Long(Eds.), Classroom oriented research in second language acquisition (pp. 268-285). Rowley, MA: Newbury House.
17 Mehan, H. (1985). The structure of classroom discourse. In T. A. Van Dijk(Ed.), Handbook of discourse analysis (Vol. 3, pp. 119-131). London: Academic Press.
18 Nathan, M. J., & Kim, S. (2009). Regulation of teacher elicitations in the mathematics classroom. Cognition and Instruction, 27(2), 91-120.   DOI
19 National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.
20 Neber, H. (2008). Epistemic questions: Fostering knowledge-generation by the students. The Korean Journal of Thinking & Problem Solving. 18(1), 7-20.
21 Ni, Y., Zhou, D., Li, X., & Li, Q. (2014). Relations of instructional tasks to teacher-student discourse in mathematics classrooms of Chinese primary schools. Cognition and Instruction, 32(1), 2-43.   DOI
22 Sfard, A. (2008). Thinking as communicating. New York: Cambridge University Press.
23 Reinholz, D. L., & Shah, N. (2018). Equity analytics: A methodological approach for quantifying participation patterns in mathematics classroom discourse. Journal for Research in Mathematics Education, 49(2), 140-177.   DOI
24 Sahin, A., & Kulm, G. (2008). Sixth grade mathematics teachers' intentions and use of probing, guiding, and factual questions. J ournal of Mathematics Teacher Education, 11(3), 221-2412.   DOI
25 Scott, P. (1998). Teacher talk and meaning making in science classrooms: A Vygotskian analysis and review. Studies in Science Education, 32(1), 45-80.   DOI
26 Spradley, J. P. (2006). Participant observation (Shin, J. Trans). Sigma Press.(Original work published in 1980).
27 Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 272-285). Sage.
28 Watkins, D. A., & Biggs, J. B. (Eds.). (2001). Teaching the Chinese learner: Psychological and pedagogical perspectives. The University of Hong Kong.
29 Wood, T. (1998). Funneling or focusing? Alternative patterns of communication in mathematics class. In H. Steinbring, M. G. Bussi, A. Sierpinska (Eds.), Language and communication in the mathematics classroom (pp. 167-178). NCTM.
30 Kwon, N., & Min, Y. (2003). The effects of questioning types on academic achievement by cognitive styles. Korean As ociation for Learner-centered Curriculum and Instruction, 6, 171-190.
31 Kong, H. (2018). A study on the analysis of teachers' questions in the korean classroom for academic purposes-focusing on problem-based instruction. The Society of Korean Language Education, 29(3), 1-24.   DOI
32 Kim, S., & Pang, J. (2010). An analysis of mathematics instruction focused on discourse-based communication. Korea Society of Elementary Mathematics Education, 14(3), 523-545.
33 Kim, D. (2007). Overcoming framing-difference between teacher and students: An analysis of argumentation in mathematics classroom. The Mathematical Education, 46(2), 173-192.
34 Kim, M., & Song, S. (2011). Analysis on teacher's discourse in math gifted class in elementary schools using Flanders interaction analysis program. Korea Society of Elementary Mathematics Education, 15(2), 385-415.
35 Kim, S. (2017). A Study on the teachers' questioning type in the lesson scripts. The Convergent Research Society Among Humanities, Sociology, Science, and Technology, 7(12), 205-216.
36 Kim, Y. (2017). An analysis of teacher questions presented in the elementary English school teachers' guide based on the 2009 revised national curriculum. The Korea English Education Society, 16(1), 107-128.   DOI
37 Kim, J. (2015). A study on the development of the classroom assessment tool for primary teaching English in English: Focus on classroom interaction. Primary English Education, 21(4), 223-245.
38 Do, J. (2021). An analysis of types and functions of questions presented in data and chance area of elementary school mathematics textbooks. The Mathematical Education, 60(3), 265-279.   DOI
39 Park, D. (2008). Inquiry into directions of classroom discourse analysis through Bakhtin's dialogicality. The Korean Society for the Study of Anthropology of Education, 11(1), 37-72.
40 Lee, Y. (2007). Redesigning time-lined structure diagram analysis and active learning time diagram analysis for the consulting and self-analysis of teaching. The Korea As ociation of Yeolin Education, 15(2), 21-49.
41 Han, S., & Jung, J. (2011). Classroom discourse analysis between teacher and students in science classroom. Journal of Science Education, 35(2), 159-172.
42 Jeon, J. (2019). The types and utilization of questions by grade cluster through the analysis of primary English classes. Studies in Foreign Language Education, 33(3), 227-259.   DOI
43 Cho, Y., & Shin, H. (2010). Analysis of pattern of mathematical interaction occurring in the elementary school mathematics classrooms. Korea Society of Elementary Mathematics Education, 14(3), 681-700.
44 Cho, H., & Kwon, O., & Bae, Y. (2014). Analyzing research trend of interaction in mathematics classroom in Korea. Korean Association For Learner-Centered Curriculum And Instruction, 14(6), 363-387.