• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.385-415
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• 2011

To investigate the more effective mathematical communication process, a recommended teacher and a selected class as an exemplary model was analyzed with Flanders system. The mathematical communicative level was examined to measure content level using the framework analysing the mathematical communicative level(Park & Pang) based on describing levels of math-talk learning community(Hufferd-Ackles). The purposes of this paper are to describe the verbal flow pattern between teacher and students in the elementary school class for mathematically gifted students, and to propose the effective communication model of math-talk with analysis of verbal teaching behavior in the active class. In addition the whole and the parts of the exemplary class sample is respectively analysed to be used practically by elementary school teachers. The results show the active communication process with higher level presents a pattern 'Ask Question${\rightarrow}$Activity (Silence, Confusion or work)${\rightarrow}$Student-Initiated Talk${\rightarrow}$Activity (Silence, Confusion or work), and the teacher's verbal behavior promoting math communication actively is exhibited by indirect influence especially accepting or using ideas.

• Journal of the Korean School Mathematics Society
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• v.22 no.4
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• pp.439-460
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• 2019

In this study, we examined classroom interaction to explore the relationships among teacher questions, turn-taking patterns, and student talks in mathematics classrooms. We analyzed lessons given by three elementary teachers (two first-grade teachers and one second-grade teacher) who worked in the same school using a conversation-analytic approach. We observed individual classrooms three times in a year. The results revealed that when teachers provided open-ended questions, such as "why and how" questions and "agree and disagree" questions, and used a non-IRE pattern (teacher initiation-student response-teacher feedback; Mehan, 1979), students more actively engaged in classroom discourse by justifying their ideas and refuting others' thinking. Conversely, when teachers provided closed-ended questions, such as "what" questions, and used an IRE pattern, students tended to give short answers focusing on only one point. The findings suggested teachers should use open-ended questions and non-IRE turn-taking patterns to create an effective math-talk learning community. In addition, school administrators and mathematics educators should support teachers to acquire practical knowledge regarding this approach.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.53-80
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• 2012

This study was designed to find the characteristics of mathematical errors and discourse in simultaneous equations and inequalities for migrant students from North Korea. 5 sample students participated, who attended in an alternative school for the migrant students from North Korea at the study in Seoul, Korea. A total of 8 lesson units were performed as an extra curriculum activity once a week during the 1st semester, 2011. The results indicated that students showed technical errors, encoding errors, misunderstood symbols, misinterpreted language, and misunderstood Chines characters of Koreans and the discourse levels improved from the zero level to the third level, but the scenes of the third level did not constantly happen. Nevertheless, the components of discourse, explanation & justification, were activated and as a result, evaluation & elaboration increased in ERE pattern on communication.