The Construction of the Social Context of Mathematics Classrooms: A Sociolinguistic Analysis

Atweh, Bill; Bleicher, Robert E.; Cooper, Tom

doi:10.2307/749718

Cited by 39 publications

(31 citation statements)

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“…A study investigating teachers" discourses (Atweh et al, 1998) asserted that it was possible to have differences between two different teachers teaching same course with the same material. The researches stated that teachers with different genders and from a variety of socioeconomic groups had different discourses in the classroom.…”

Section: Discussionmentioning

confidence: 99%

“…It deals with what"s going on in discourse and the nature of the action (Atweh et al, 1998). In another words, FD is about the language used, the experiences of the participant, and what happens through language (Benson & Greaves, 1981).…”

Section: Field Of Discourse (Fd)mentioning

confidence: 99%

“…These variables are called field of discourse, tenor of discourse, and mode of discourse. Those concepts are improved by Halliday to investigate and interpret the discourse where they describe three perspectives of social context (Atweh, Bleicher, & Cooper, 1998).…”

Section: Systemic Functional Linguistics/grammarmentioning

confidence: 99%

“…Some research used SFL (e.g. Atweh et al, 1998;Thornton & Reynolds, 2006;Herbel-Eisenmann & Otten, 2011;Herbel-Eisenmann, Johnson, Otten, Crillo, & Steele, 2014). Atweh et al (1998) examined mathematics teaching, and how teachers" perceptions about students" abilities and expectations are reflected in classroom discourses, based on socioeconomic status and student gender.…”

Section: Mode Of Discourse (Md)mentioning

confidence: 99%

“…In the current study, the findings are presented only about the field of discourse. Int J Res Educ Sci Tenor of Discourse (TD): This relates to who is participating in the discourse, the nature of the participants, and their status and roles (Atweh et al, 1998). TD "produces clues about the relationships of the roles among the participants" (Renkema, 2004, p. 46).…”

Section: Field Of Discourse (Fd)mentioning

confidence: 99%

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Semantic Structure of Classroom Discourse Concerning Proof and Proving in High School Mathematics

Uğurel¹,

Boz-Yaman

2017

International Journal of Research in Education and Science

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Article HistoryReceived: 06 February 2017 This study tries to identify high school students" knowledge about the concept of proof, based on classroom discussion. The processes of discourses, both natural and prompted, are studied as they occur between students and teachers. The study employs discourse analysis as the qualitative research framework. Participants are 13 Science High School students from Izmir (Turkey) in 11th grade and two mathematics and geometry teachers. Data gathered consist of 53 filmed mathematics and geometry classes, recorded over three months, plus researchers" field notes. The focus of the study is on verbal discourse in the classroom between teachers and students. 18 recorded discourses were analyzed after transcription. The theoretical framework of the study is dependent on the social semiotics, with Halliday"s Systemic Functional Linguistics model (SFL) used in the analysis. In the SFL model there are three main components; field of discourse, tenor of discourse, and mode of discourse. This study presents findings and analysis results based on the field of discourse. Emergent findings showed important effects of teacher-student in-class discourses (in terms of the structure, diversity, and pattern characteristics) on the students" learning about proof and knowledge constructions.

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Section: Discussionmentioning

confidence: 99%

Section: Field Of Discourse (Fd)mentioning

confidence: 99%

Section: Systemic Functional Linguistics/grammarmentioning

confidence: 99%