文章基本信息

标题：Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice
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作者：Emine Gül Çelebi İlhan ; Ayhan Kürşat Erbaş
期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2016
卷号：12
期号：8
页码：2237-2251
DOI：10.12973/eurasia.2016.1274a
出版社：Pamukkale Univ Dept Sci Education
摘要：As is well known, bridging teacher knowledge or learning with practice is not a straightforward task. This paper aims to explore this discrepancy between a mathematics teacher’s knowing and practices and to offer ways of alignment between the two based on the social/interpersonal meanings and their realization through teacher’s discourse. In this study, we utilized discourse analysis of interpersonal meanings within a high school mathematics class mainly by focusing on the mathematics teacher’s discourse. We have found that an interpersonal meaning manifested by teacher’s discourse establishes counterproductive social roles and relationships for the knowing/learning to come alive. We conclude that the realization of interpersonal meanings can hinder or support the generation of ideas within the classroom: both for teacher’s knowing and student’s mathematical meaning making
关键词：discourse analysis; interpersonal meaning; mathematics education; teacher discourse; teacher practice