Relations Among Academically Productive Talk, Student Emotions, and Discourse Engagement in Mathematics Classrooms

• In Event: 45.026 - Mathematics Within Social and Cultural Contexts: Promising Perspectives and Practices

Abstract

Although the literature shows the importance of classroom talk on student learning, few have investigated the emotional relations of teacher talk on student learning and their discourse engagement from students’ perspectives. This paper analyzed 2,183 secondary-school student views about their mathematics teachers’ academically productive talk (APT), their self-reported discourse engagement with others, and their enjoyment and anxiety in mathematics class. Structural equation modeling showed that student-perceived teacher APT was directly related to student discourse engagement with others in mathematics classrooms. Furthermore, student-perceived teacher APT was indirectly related to student discourse engagement with others through its associations with student enjoyment and anxiety. The findings suggest relations of teacher talk to student emotions and discourse engagement with others in the classroom.

Authors

• Gaowei Chen, The University of Hong Kong

• Jiahong Zhang, The University of Hong Kong

• Carol K. Chan, University of Hong Kong

• Jinjian Yu, University of Hong Kong