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Classroom Discourse Analysis between Teacher and Students in High School Statistics Class - Focused on Mehan's Theory -  

Lee, Yoon-Kyung (Graduate School, Yeungnam University)
Cho, Cheong Soo (Yeungnam University)
Publication Information
School Mathematics / v.17, no.2, 2015 , pp. 203-222 More about this Journal
Abstract
This study analyzed the classroom discourse between teacher and students based on the Mehan(1979a)'s theory to examine the characteristics of the classroom discourse between teacher and students in high school statistics class. The results of this study on the structure of class showed that the statistics class in this study adopted knowledge transmission-oriented teacher-led class in which the framework of introductiondevelopment- arrangement, which is Mehan's basic 3 stages, is clearly represented. The results of examining I-R-E sequence showed that $I_T-R_T$ structure, in which the teacher asks questions and the teacher talks about the answer, frequently appeared. And the statistics class in this study was monological class in which students hardly participated. Through these results of this study, it was found that teacher should form the statistical context, in which students can participate in discourse, and build discourse learning community and induce argumentational discourse through metaprocess elicitation.
Keywords
statistics class; classroom discourse; I-R-E sequence; discourse learning community;
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