Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
A functional perspective on examining the mathematical teacher talk in a multilingual secondary classroom
Date
2012-07-04
Author
Celebi-Ilhan, E. Gul
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
238
views
0
downloads
Cite This
This paper draws on social semiotics, and functional perspective of language to analyze teacher participation into the social practice/activity of mathematical meaning making in a multilingual secondary classroom. According to these perspectives, language is taken as discourse and is used to make meanings where exchange of meanings takes place between the participants of the social practice. I present an analysis of a mathematical text to reveal the functions fulfilled by teacher talk/discourse in construction of mathematical meanings within the discursive practice of mathematical classroom. Together with these findings I discuss consequences of the teacher talk/discourse based on Foucauldian terms within the immediate and broader cultural contexts related with the classroom.
Subject Keywords
Functional perspective on language
,
Social semiotics
,
Secondary mathematics education
,
Mathematical meaning making
,
Teacher discourse/talk
,
Knowledge framework
,
Knowledge structures
,
Multilingual classroom
,
Discursive/social practice
URI
https://hdl.handle.net/11511/63594
Collections
Department of Secondary Science and Mathematics Education, Conference / Seminar
Suggestions
OpenMETU
Core
A Metasynthesis of Research on Foreign Language Teacher Identity in Turkey: Implications for Teacher Education
Taner, Gülden; Karaman, Abdullah Cendel (2013-12-01)
This study explores main areas of research and identifies patterns that help interpret current tendencies in the literature on aspects related to language teacher education. For this purpose, we report the outcomes of a metasynthesis of 44 studies related to teacher identity. Conceptually, the analysis is guided by how teacher identity is framed. The structured searches in relevant databases led to conducting a particular type of systematic review known as template analysis. As a result, based on the inter...
A Phenomenological study on incorporating the history of mathematics into teaching from the perspective of primary and mathematics teachers
Sözen, Sinem; Akyüz, Didem; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2013)
The aim of the present study is to describe the incorporating the history of mathematics into teaching approach from the perspectives of primary and middle grade mathematics teachers in the classroom environment by means of phenomenological research design. Two primary and two mathematics teachers participated in the study. Data collected from three interviews and two lesson hours observation were analysed based on phenomenological research design. The teachers’ background information and the essence of inc...
A Case Study on Mathematical Classroom Discourse in a Fifth Grade Classroom
Şahin Doğruer, Şule; Işıksal Bostan, Mine; Koç, Yusuf (2015-01-01)
The purpose of this study was to analyze and interpret characteristics of classroom discourse of an elementary mathematics classroom. To examine the classroom discourse, a fifth grade mathematics classroom was observed during sixteen weeks, and twenty lesson hours in total. The analysis was based on Student Learning as the main category, which was further divided into two sub-categories, including content and learning. Results showed that despite the recent reform efforts in school mathematics in Turkey; st...
A case study on the aspects of classroom discourse in a fifth grade mathematics class in a regional elementary boarding school
Şahin, Şule; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2009)
The purpose of this study was to analyze and interpret specific aspects and characteristics of classroom discourse of an elementary mathematics classroom. To examine the classroom discourse, a fifth grade mathematics classroom was observed during sixteen weeks, and twenty lessons in total. The analysis was based on two main categories: (1) Student Learning and (2) Teacher Moves. Student Learning further divided into two sub-categories as content and learning. Additionally, Teacher Moves also divided into co...
An Analysis of english language testing and evaluation course in english language teacher education programs in Turkey: developing language assessment literacy of pre-service efl teachers
Şahin, Sevgi; Hatipoğlu, Çiler; Department of Foreign Language Education (2019)
This thesis aims to draw a detailed portrait of the status quo of English Language Testing and Evaluation Course (ELTEC) in the English Language (EL) Teacher Education Programs in Turkey focusing on the construct of language assessment literacy (LAL) for prospective EFL teachers. To this end, it examines how ELTEC instructors plan, teach, and assess in the ELTEC, the problems encountered; suggestions and solutions to these problems for effective LAL development as well as pre-service EFL teachers' evaluatio...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
E. G. Celebi-Ilhan, “A functional perspective on examining the mathematical teacher talk in a multilingual secondary classroom,” 2012, p. 2207, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/63594.