A Case Study on Mathematical Classroom Discourse in a Fifth Grade Classroom

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2015-01-01
Şahin Doğruer, Şule
Işıksal Bostan, Mine
Koç, Yusuf
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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; still teacher-centered instruction continues to be the dominating instructional method. Although the results did not meet the assumptions of discursive classroom at all; based on the results, it could be said that in classroom practices, mathematics teachers try to make connections between mathematical content and other disciplines where they tried to give examples from real-world situations and also encourage students in that way; as pointed out in the school mathematics curriculum.
Mathematical classroom discourse, Middle school mathematics, Teacher student interaction, Student learning, Matematiksel sınıf söylemi, Ortaokul matematik, Öğretmen-öğrenci etkileşimi, Öğrenci öğrenmesi
https://hdl.handle.net/11511/78472
https://dergipark.org.tr/en/pub/jss
Gaziantep University Journal of Social Sciences
Department of Mathematics and Science Education, Article

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Citation Formats
Ş. Şahin Doğruer, M. Işıksal Bostan, and Y. Koç, “A Case Study on Mathematical Classroom Discourse in a Fifth Grade Classroom,” Gaziantep University Journal of Social Sciences, pp. 299–322, 2015, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/78472.
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