Relational Interactions in Mathematics Classrooms and Their Relationship With Instructional Quality

• In Event: Roundtable Session 118
  In Roundtable Session: Mathematical Discourse and Student Learning

Abstract

Researching the lower mathematics achievement of students of color has received extensive attention (Martin, 2009). However, we understand little about other mechanisms that affect student outcomes. One mechanism that has not received attention is relational interactions between students and teachers. This study explores the type, frequency, and intensity of these interactions and their relationship to mathematics instruction for three teachers. Findings indicate significant variance in the quality of relational and instructional quality across mathematics classrooms. Implications for the impact of relational on the mathematics of students of color are discussed.

Authors

• Dan Battey, Rutgers University

• Rebecca A. Neal, Arizona State University