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Article

전자저널 논문

2020; 30(2): 227-244

Published online May 31, 2020 https://doi.org/10.29275/jerm.2020.05.30.2.227

Copyright © Korea Society of Education Studies in Mathematics.

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

학생 참여 수학 수업에서 교사-학생 간의 상호작용에 대한 양적·질적 분석

Sang-Ho Choi

*Research Professor, Korea University, South Korea, shchoi83@korea.ac.kr

*고려대학교 연구교수

Correspondence to:1) 고려대학교에서 지원된 연구비로 수행되었음(Supported by a Korea University Grant)

Received: April 1, 2020; Revised: May 11, 2020; Accepted: May 13, 2020

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.

Keywordsclass engagement, the structure of teacher discourse, revoicing strategy, socio-mathematical norm, introduction of mathematical concepts, problem solving