“Heart beating” of the classroom-Interaction in mathematicslessons as reflected in classroom discourse
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This study engages in the features of interaction in elementary school mathematics lessons as reflected in the class discourse. 28 pre-service teachers documented the discourse during observation of their tutor-teachers’ lessons. Mapping the interaction patterns was performed by a unique graphic model developed for that purpose and enabled providing a spatial picture of the discourse conducted in the lesson. The research findings present the known discourse pattern “initiation–response–evaluation / feedback”(IRE/F) which is recurrent in all the lessons and the teacher’s exclusive control over the class discourse patterns. Hence, the remaining time of the lesson for the pupils’ discourse is short and meaningless.
Abstract
This study engages in the features of interaction in elementary school mathematics lessons as reflected in the class discourse. 28 pre-service teachers documented the discourse during observation of their tutor-teachers’ lessons. Mapping the interaction patterns was performed by a unique graphic model developed for that purpose and enabled providing a spatial picture of the discourse conducted in the lesson. The research findings present the known discourse pattern “initiation–response–evaluation / feedback”(IRE/F) which is recurrent in all the lessons and the teacher’s exclusive control over the class discourse patterns. Hence, the remaining time of the lesson for the pupils’ discourse is short and meaningless.
참고문헌 (33)
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