Teachers’ Identifying-Talk in a Mathematics Classroom: Multiple Lenses

• In Event: Research on Mathematical Explanations and Discourse

Abstract

Previous research has started developing systematic methods that unify the study of cognitive, affective and social aspects of learning under a single set of theoretical assumptions. Building on this framework, this study enhances the communicational methodology into the quantifiable domain, thus enabling analysis of large quantities of classroom talk and comparisons between teachers to study identity construction processes in the mathematics classroom. We demonstrate three forms of discourse analysis: qualitative, ‘coding and counting’ and corpus analysis to analyze the ways in which two instructors at a teachers’ college differ in their “identifying talk” or the way they construct their students’ identities. Differences between the two instructors were ostensible in all forms of analysis.

Authors

• Einat Heyd-Metzuyanim, University of Pittsburgh

• Michal Tabach, Tel Aviv University

• Talli Nachlieli, Levinsky College of Education