Dialogue in the elementary school mathematics classroom: A comparative study between expert and novice teachers
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 fr...
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| Veröffentlicht in: | Frontiers of Education in China 2009-01, Vol.4 (4), p.526-540 |
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| container_title | Frontiers of Education in China |
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| creator | Qiong, LI Yujing, NI |
| description | 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. |
| doi_str_mv | 10.1007/s11516-009-0029-7 |
| format | Article |
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Educ. China</addtitle><addtitle>FEDC</addtitle><description>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. 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| identifier | ISSN: 1673-341X |
| ispartof | Frontiers of Education in China, 2009-01, Vol.4 (4), p.526-540 |
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| subjects | Beginning Teachers China Classroom Communication classroom dialogue Comparative Analysis Comparative studies Education Educational Change Educational Environment Elementary School Mathematics Elementary School Teachers Elementary schools Experienced Teachers expert teachers Foreign Countries Grade 4 Grade 6 Mathematical Logic Mathematics education Mathematics Instruction novice teachers Observation Questioning Techniques Research Article Research Methodology Student Participation Student Teachers Teacher Selection Teaching Methods Thinking Skills Video Technology |
| title | Dialogue in the elementary school mathematics classroom: A comparative study between expert and novice teachers |
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