Examining A Seventh-Grade Teacher’s Mathematical Discourse Related to Algebraic Expressions

Date

2024-9-19

Author

CEYLAN ÇELİKER, Tuba

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

107
views

0
downloads

Cite This

The aim of the study is to examine seventh-grade algebraic expression lessons in the context of a Turkish middle school through the discursive perspective. Specifically, the study is concerned with Sfard’s (2008) mathematical discourse categories and analyzes how they occur in the mathematical discourse in instruction (MDI) (Adler & Ronda, 2015), which are explanatory talks and exemplifications, during the seventh-grade algebraic expressions lessons. The case study method was employed in this study. The participants of the study are Teacher Esra and her seventh-grade algebra class in a public middle school located in the central town of Afyonkarahisar. Participants were determined with a purposive sampling method. Seven algebraic expressions lessons were video-typed and observed throughout the instruction. The observed lessons were transcribed and analyzed through the commognitive theory and MDI. The findings of the study showed that analyzing the mathematical discourse revealed the implicit nature of algebra learning. Another significant finding indicated that the teacher’s discourse was dominant, and students’ discourses were generally repetitioning of the teacher's discourse, yes/no answers, and one or two- word answers. Word-use, visual mediators, routines, and narratives are the mathematical discourse characteristics that generate the discourse.

Subject Keywords

Algebra, Algebraic Expressions, Mathematical Discourse, Commognitive Theory, Mathematical Discourse in Instruction

URI

https://hdl.handle.net/11511/111032

Collections

Graduate School of Social Sciences, Thesis