Student speech as an instructional priority: Mathematics classrooms in seven culturally-differentiated cities
Open accessAbstract
Student spoken use of mathematical terminology in public and private classroom discourse distinguishes one mathematics classroom from another. While student-student spoken interactions were frequent in the classrooms studied in Berlin, Melbourne, and San Diego, and non-existent in Shanghai and Seoul, student use of mathematical terminology varied significantly. The variation between the practices of the mathematics classrooms studied in Seoul, Shanghai, Hong Kong and Tokyo problematises any simplistic characterization of “the Asian classroom.” Our results demonstrate that student spoken facility with the technical language of mathematics requires deliberate scaffolding and, interestingly, this can be achieved through either public or private discourse.
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Teacher-student dialogue that promotes student contribution has been reported as having positive implications for attitudes to schooling and peers and for academic attainment in mathematics, science and literacy.
“Teacher-student dialogue that promotes student contribution has also been reported as having positive implications for attitudes to schooling and peers (Richter & Tjosvold, 1980) and for academic attainment in mathematics, science and literacy (Clarke, Xu, & Wan, 2010;Muhonen, Pakarinen, Poikkeus, Lerkkanen, & Rasku-Puttonen, 2018).”
From Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019) · cites this paper as Clarke, Xu, & Wan, 2010
The Outlining the Study section describes student dialogue as an instructional strategy in mathematics, and section 4 discusses spoken mathematical fluency as a possible learning outcome. The paper does not establish positive effects on academic attainment in mathematics, science, or literacy. The attitudes claim is cited to Richter and Tjosvold, not to this paper. (LLM, conf=0.84)
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- Authors
- Clarke, D., Xu, L. H., & Wan, M. E. V.
- Affiliations
- The University of Melbourne (AU)
- Corresponding author
- Clarke, David
- ORCID
- Clarke, David
- Venue
- Procedia - Social and Behavioral Sciences
- Publisher
- Elsevier BV
- Published
- 2010
- Volume
- 2
- Issue
- 2
- Pages
- 3811-3817
- ISSN
- 1877-0428 (ISSN-L)
- OpenAlex
- W2013738207
- Cited by
- 8
- References
- 11
- Citations by year
- 2025: 1 · 2023: 1 · 2020: 1 · 2019: 2 · 2018: 1 · 2017: 1 · 2013: 1
- FWCI
- 1.99
- Type
- conference paper
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Procedia - Social and Behavioral Sciences (publishedVersion, cc-by-nc-nd)
- Deakin Research Online (Deakin University) (submittedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Discourse Analysis in Language Studies
- Keywords
- student speech, mathematics classroom discourse, mathematical terminology, student-student interaction, scaffolding, public and private discourse, cross-cultural comparison, mathematics education, Berlin, Melbourne, San Diego, Shanghai, Seoul, Hong Kong, Tokyo
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