Dialogue in the Elementary School Mathematics Classroom: A Comparative Study between Expert and Novice Teachers

Autor/inn/en	Li, Qiong; Ni, Yujing
Titel	Dialogue in the Elementary School Mathematics Classroom: A Comparative Study between Expert and Novice Teachers
Quelle	In: Frontiers of Education in China, 4 (2009) 4, S.526-540 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1673-341X
DOI	10.1007/s11516-009-0029-7
Schlagwörter	Elementary School Mathematics; Observation; Comparative Analysis; Beginning Teachers; Foreign Countries; Experienced Teachers; Mathematics Instruction; Video Technology; Classroom Communication; Mathematical Logic; Thinking Skills; Questioning Techniques; Teaching Methods; Elementary School Teachers; China + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Beobachtung; Junior teacher; Junglehrer; Ausland; Mathematics lessons; Mathematikunterricht; Klassengespräch; Mathematical logics; Mathematische Logik; Denkfähigkeit; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Using classroom observation and video recording methods, we performed a comparative study on the forms and content of dialogues in the classrooms between expert and novice teachers. Of the 55 lessons surveyed, it was found that expert teachers tend to use analytical and comparative questions more frequently to detect students' mathematical reasoning. Students and teachers work together to determine the answer to a question and the dialogue in the classroom takes place in a way that students present an answer, the teacher and the other students question the answer, and then the students explain the answer. On the other hand, a novice teacher often tends to give students hints, or utilize simple questions to jog the memory. The novice teacher recognizes students' logic but does not incorporate them into his/her teaching. In this case, the teacher becomes the sole judge for the appropriateness of the answers and the typical dialogue in the classroom occurs in a way that the teacher asks a question, students answer, and the teacher comments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10