Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice

Ilhan, Emine Gul Celebi
Erbaş, Ayhan Kürşat
As is well known, bridging teacher knowledge or learning with practice is not a straightforward task. This paper aims to explore this discrepancy between a mathematics teacher's knowing and practices and to offer ways of alignment between the two based on the social/interpersonal meanings and their realization through teacher's discourse. In this study, we utilized discourse analysis of interpersonal meanings within a high school mathematics class mainly by focusing on the mathematics teacher's discourse. We have found that an interpersonal meaning manifested by teacher's discourse establishes counterproductive social roles and relationships for the knowing/learning to come alive. We conclude that the realization of interpersonal meanings can hinder or support the generation of ideas within the classroom: both for teacher's knowing and student's mathematical meaning making.


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Asking effective questions has been considered to be one of the most important indicators of good teaching since questioning is an important instructional tool and the ability to ask effective questions requires sophisticated pedagogical reasoning. Teachers can facilitate students' higher-level thinking through effective questions. However, teachers' utilization of effective and higher-level questions is usually limited in traditional settings. The goal of this study is to investigate how secondary mathemat...
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Researchers point out the importance of teachers' knowledge of student thinking and the role of examining student work in various contexts to develop a knowledge base regarding students' ways of thinking. This study investigated prospective secondary mathematics teachers' interpretations of students' thinking as manifested in students' work that embodied solutions of mathematical modelling tasks. The data were collected from 25 prospective mathematics teachers enrolled in an undergraduate course through fou...
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Çelebi İlhan , E. Gül; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2013)
The purpose of this research was to explore teacher learning in and from practice while inquiring their own classroom instruction/practice. Teacher professional development or learning opportunities have been receiving criticisms regarding their limitations in responding teacher’s needs all around the world. Besides, with the rise of discursive research in mathematics education what teachers say and how they say it within classrooms is believed to play an important role on students’ mathematical learning. T...
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The initial years of teaching are challenging for novice teachers. This period is critical for them as they either succeed in managing workflows, continue professional development and construct a healthy identity or drop out of the profession. This qualitative case study was carried out to explore the challenges, perceptions regarding professional development and professional identity of novice language teachers in Izmir, a big city in western Turkey. Interviews and observations with the novices were the pr...
Citation Formats
E. G. C. Ilhan and A. K. Erbaş, “Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice,” EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, pp. 2237–2251, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/39995.