An Analysis of Classroom Discourse Patterns in the Teaching of College Algebra

• In Event: Sheraton Roundtable Session Thirteen
  In Roundtable Session: Faculty Studying Student Learning (Table 8)

Abstract

Recent scholarly discussions about equity in classrooms affirm the use of students’ linguistic repertoire as meaning-making resources during classroom mathematical activity. Math instruction, however, still often relies on traditional instructor-centered models that often limit who gets to speak and how. This qualitative case study explores the classroom discourse of one college algebra class offered at a community college designated as a Hispanic Serving Institution (HSI). Preliminary data from this study found that students had few opportunities to engage in math language practices such as explaining, justifying, and reasoning. More excitingly, results from this study also suggest more opportunities became available for students to amplify their linguistic repertoire as meaning-making resources when the classroom discourse deviated from the traditional instructor-centered model.

Authors

• Vicki Lynton, Alamo Colleges - Northwest Vista College
  Presenting Author

• Mingxia Zhi, University of Texas - San Antonio
  Presenting Author