- Classroom discourse in mathematics lessons : a study of three teachers

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# Classroom discourse in mathematics lessons : a study of three teachers

Author

Abdul Malek Osman

Supervisor

Kaur, Berinderjeet

Abstract

The main purpose of the study is to investigate the discourse in the classrooms of three competent secondary two mathematics teachers in Singapore. The three specific objectives of the study are:

(1) To determine whether univocal, monologic and dialogic types of classroom discourse were present in the classes of the three competent secondary two mathematics teachers and to identify the dominant type of classroom discourse in the classrooms of these three competent secondary two mathematics teachers;

(2) To investigate how much time was devoted to teacher talk, student talk and non-verbal actions in the mathematics classrooms of the three competent secondary two mathematics teachers and to determine type of talk, either the teacher talk or student talk, that was predominant in the classrooms of these three competent secondary two mathematics teachers;

(3) To identify the types of questions posed by the three competent secondary two mathematics teachers in their classes and to determine the dominant type of questions posed by the three competent secondary two teachers in their classes.

The result of the study showed that the three types of classroom discourse; univocal, monologic and dialogic discourses were present in the lessons of the three secondary two mathematics teachers. The study also found that monologic discourse was the dominant type of classroom discourse used by the three secondary two mathematics teachers during their lessons.

The study also showed that the mean percentage of Teacher Talk time for Teacher A was 62.3%, for Teacher B was 67.7% and for Teacher C was 84.4%. The mean percentage of Student Talk time for Teacher A was 7.0%, for Teacher B was 6.2% and for Teacher C was 4.5%. The mean percentage of Non-verbal action time for Teacher A was 30.7%, for Teacher A was 26.1% and for Teacher C was 11.1%. Thus, from the results, Teacher Talk is the dominant type of talk in the classroom of the three competent secondary two mathematics teachers.

Lastly, the study identified four different types of questions used by the three secondary two mathematics teachers when asking questions during their lessons. The four types of questions were; managerial questions, rhetorical questions, closed questions and open questions. The study found that closed questions were the dominant type of questions posed by the three competent secondary two teachers in their classes. The study concluded with a discussion of the discourse patterns of the three competent secondary two teachers during their lessons, the limitations of the study and recommendations for future.

(1) To determine whether univocal, monologic and dialogic types of classroom discourse were present in the classes of the three competent secondary two mathematics teachers and to identify the dominant type of classroom discourse in the classrooms of these three competent secondary two mathematics teachers;

(2) To investigate how much time was devoted to teacher talk, student talk and non-verbal actions in the mathematics classrooms of the three competent secondary two mathematics teachers and to determine type of talk, either the teacher talk or student talk, that was predominant in the classrooms of these three competent secondary two mathematics teachers;

(3) To identify the types of questions posed by the three competent secondary two mathematics teachers in their classes and to determine the dominant type of questions posed by the three competent secondary two teachers in their classes.

The result of the study showed that the three types of classroom discourse; univocal, monologic and dialogic discourses were present in the lessons of the three secondary two mathematics teachers. The study also found that monologic discourse was the dominant type of classroom discourse used by the three secondary two mathematics teachers during their lessons.

The study also showed that the mean percentage of Teacher Talk time for Teacher A was 62.3%, for Teacher B was 67.7% and for Teacher C was 84.4%. The mean percentage of Student Talk time for Teacher A was 7.0%, for Teacher B was 6.2% and for Teacher C was 4.5%. The mean percentage of Non-verbal action time for Teacher A was 30.7%, for Teacher A was 26.1% and for Teacher C was 11.1%. Thus, from the results, Teacher Talk is the dominant type of talk in the classroom of the three competent secondary two mathematics teachers.

Lastly, the study identified four different types of questions used by the three secondary two mathematics teachers when asking questions during their lessons. The four types of questions were; managerial questions, rhetorical questions, closed questions and open questions. The study found that closed questions were the dominant type of questions posed by the three competent secondary two teachers in their classes. The study concluded with a discussion of the discourse patterns of the three competent secondary two teachers during their lessons, the limitations of the study and recommendations for future.

Date Issued

2011

Call Number

LB1033.5 Abd

Date Submitted

2011