Early career teacher’s approach to fraction equivalence in Grade 4: A dialogic teaching perspective

The online learning process necessitates the utilization of diverse and creative learning resources by teachers. Nevertheless, a preliminary analysis revealed that Whatsapp, Zoom, and PowerPoint continue to dominate the learning media landscape. The usage of these media has not been able to aid educators in developing dialogic exchanges in the learning process, particularly when it comes to the acquisition of language. On this basis, the objective of this research is to build dialogic-interactive media in language learning to enhance students’ speaking abilities in online learning. This is Research and Development (R&D) utilizing the Plomp Development paradigm (Preliminary Research, Prototyping Phase & Assessment Phase). In the Assessment Phase, researchers tested the products that had been developed to determine the practicality and effectiveness of the developed media. The research instruments are in the form of questionnaires, observation sheets and tests. The research subjects were students of MTsN 1 Padang. The results showed that dialogic-interactive media was effective in increasing students’ speaking skills in online learning.

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Early career teacher’s approach to fraction equivalence in Grade 4: A dialogic teaching perspective

Abstract: How to cite this article:Shongwe, B. (2021). Early career teacher's approach to fraction equivalence in Grade 4: A dialogic teaching perspective. Pythagoras, 42(1), a623.

Cited by 2 publications

References 41 publications

Special challenges in mathematics education in Sub Sahara Africa

Special challenges in mathematics education in Sub Sahara Africa

Dialogic-Interactive Media in Online Learning: Effectiveness in Speaking Skills

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