Sequence of Problem-Solving in Different Attention Spaces: In a Chinese Math Classroom

• In Event: Teachers, Power, and Equity in Mathematics Education

Abstract

This article focused on a single Chinese math classroom to explore how teacher’s attention reconfigured classroom space and how it reflected power relations to influence students’ sequence to solve mathematics problem. Quantitative and qualitative analysis were used to figured out teacher’s attention distribution and students’ behaviors. Findings showed that students who got more attention seemed in the surveillance space. Their problem solving sequence was check-do-show. Those who got less attention had more free but also did self-regulation to engage in class activities with the sequence of do-show-check neighbor-correct. More marginal zones and marginal people in classroom need to be cared to explore power relations and promote classroom internal equality.

Author

• Chi XIAO, East China Normal University