How Teachers Shape Student Contributions in Fifth-Grade Mathematics Classes: An Analysis of Appraisals and Negotiation

• In Event: Research on Mathematical Explanations and Discourse

Abstract

Participating in mathematical discourse may be difficult for students (Yackel & Cobb, 1996), but is an important part of their mathematical education. This study compares how two teachers shape students’ participation in math classes. We describe both how participants are involved in the discourse and the nature of their participation. In one classroom, the teacher-dominated, Initiation-Response-Evaluation (IRE) (Mehan, 1979) style was combined with vague appraisals, such as “good job,” to shape student responses. The other teacher shared leadership in the discourse with students and both students and the teacher appraised specific aspects of students’ work. The second style may be more beneficial for students, as it allows them a chance to participate in the discourse in a more meaningful way.

Authors

• Jeanne L. Brunner, University of Illinois at Urbana-Champaign

• Gloriana Gonzalez, University of Illinois at Urbana-Champaign

• Michelle Perry, University of Illinois

• Megan Schleppenbach, University of Chicago