Efficacy of a Teacher Intervention Program Aimed at Engaging Students in Dialogic Mathematics Classroom Discourse

• In Event: Professional Learning Experiences for Mathematics Teaching

Abstract

This study implemented a teacher intervention aimed at assisting teachers in engaging students in dialogic mathematics classroom discourse. The study used a quasi-experimental design to form an intervention and a non-intervention group, each with 16 classrooms. The two groups were assessed before and after the intervention with outcome measures in order to evaluate efficacy of the intervention. These measures include the teachers’ perceived efficacy in engaging students in classroom discourse, teachers’ classroom discourse behaviors, students’ classroom discourse behaviors, and students’ interest and attitude towards mathematics. The present paper is focused on investigating influence of the intervention on the teachers’ perceived efficacy in engaging students in classroom discourse and teachers’ classroom discourse behaviors.

Authors

• Yujing Ni, The Chinese University of Hong Kong

• Gloria Ho

• Lian Shi

• Gaowei Chen, The University of Hong Kong