Quantitative and Qualitative Analysis of Teacher-Student Interaction in Student Engagement Mathematics Classes

Abstract

The purpose of this study was to analyze the quantity and quality of teacher-student interaction in student engagement mathematics classes. To achieve this goal, we observed the first semester classes of the first year of middle school by experienced teachers who conducted teaching methods that promote students’ engagement in classes for more than 20 years. All the classes observed during the semester were analyzed using the transcript data(44 classes). As a result of the analysis, mathematics classes in student engagement were similar in the extent of interaction between teachers and students, and half of the teacher discourses were characterized by revocing. And it was concluded that the strategies of regeneration within the teacher discourse structure enabled students to participate and contribute to the development of the mathematical discourse. In this way, analyzing the lessons of the whole semester with active student engagement and deriving research results, demonstrated the possibility of the generalization of teacher-student interaction patterns. Conversely provides concrete and practical ideas for the implementation of pedagogy that will promote student engagement in the future.

Analysis of the Elements of Synchronous Online Learning in Mathematics Classroom Discourse: Based on the Lens of Authority

“…교사는 권위를 공유하기 위하여 수업에서 활용할 말이나 행동을 의도적으로 계획할 필요가 있으며 교사는 수학교실담론을 형성하는 데 학생들보다 더 많은 힘, 즉 권위를 가졌기 때문에 권위를 공유하는 과정에서 이를 활용할 수도 있다 (Chapin et al, 2003;Herbel-Eisenmann et al, 2013). (Choi, 2020;Solomon et al, 2021). 3 The framework of synchronous online learning (Hillman et al, 1994;Kim, 2020;Kim et al, 2021;Moore, 1989)…”