Session Information
24 SES 11, Multiple Approaches to the Analysis of Social Interactions and Language Use in Asian and Western Mathematics Classrooms
Symposium
Contribution
This study is guided by an interest in teachers’ opportunities to make distinctions in relation to what students understand in the mathematics classroom. The analysis is made of ”question episodes” in grade eight mathematics classrooms from four countries in the LPS video data-set. A question episode is a section of interaction that typically starts with the teacher asking a question and ends when the topic of discussion is changed. Variation theory and the concept of Responsiveness are combined to capture two different aspects of classroom instruction – the pattern of variation and the pattern of interaction – which are analyzed and compared in relation to teachers’ opportunities to learn about the students’ conceptions. The findings suggest that both the character of the tasks used, as well as the ways in which teachers ask questions, and perhaps even more importantly how follow-up questions are phrased and aligned to student responses, influences how the students’ knowledge becomes visible in interaction. The analysis did not suggest a simple distinction between ”eastern” and ”western” classrooms. Instead, our analysis suggests that cultural differences between mathematics education in “the East” and “the West” are complex and far from clear-cut.
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