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Teacher discourse supporting peer collaboration in mathematics

Teacher discourse supporting peer collaboration in mathematics Purpose– The purpose of this paper is to focus on a two-year lesson study by a teacher exploring peer collaboration and examines a teacher’s discourse that might generate a mathematical participation structure in which students needing help are likely to participate. Design/methodology/approach– A math class conducted by a teacher in a Tokyo secondary school was observed for two years. The teacher’s questions in whole-class discussions were analyzed quantitatively and qualitatively. Then, the teacher received feedback and retrospectively wrote his viewpoint or concerns. Findings– The following features of the teacher’s questions were observed: no bias in any questions; various questions soon after group discussion, including easy expression of unstructured thoughts; and a consistent view of learning, such as not ending learning despite having received answers. These features were not fixed strategies, but one end of the reflective trajectory in considering the relation between students’ growth and lessons’ mathematical content. Possibly, this reflective cycle might support participate structure in which students learn collaboratively. Originality/value– Long-term observation and spending time with one class enabled the researcher to investigate lesson study systematically and showed the significance of teachers and researchers studying together. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Lesson and Learning Studies Emerald Publishing

Teacher discourse supporting peer collaboration in mathematics

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2046-8253
DOI
10.1108/IJLLS-12-2015-0043
Publisher site
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Abstract

Purpose– The purpose of this paper is to focus on a two-year lesson study by a teacher exploring peer collaboration and examines a teacher’s discourse that might generate a mathematical participation structure in which students needing help are likely to participate. Design/methodology/approach– A math class conducted by a teacher in a Tokyo secondary school was observed for two years. The teacher’s questions in whole-class discussions were analyzed quantitatively and qualitatively. Then, the teacher received feedback and retrospectively wrote his viewpoint or concerns. Findings– The following features of the teacher’s questions were observed: no bias in any questions; various questions soon after group discussion, including easy expression of unstructured thoughts; and a consistent view of learning, such as not ending learning despite having received answers. These features were not fixed strategies, but one end of the reflective trajectory in considering the relation between students’ growth and lessons’ mathematical content. Possibly, this reflective cycle might support participate structure in which students learn collaboratively. Originality/value– Long-term observation and spending time with one class enabled the researcher to investigate lesson study systematically and showed the significance of teachers and researchers studying together.

Journal

International Journal of Lesson and Learning Studies – Emerald Publishing

Published: Jul 11, 2016

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