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ERIC Number: ED051135
Record Type: Non-Journal
Publication Date: 1970-Feb
Pages: 12
Abstractor: N/A
Reference Count: N/A
Verbal Teaching Behaviors of Teachers of Mathematics in Second and Fifth Grades.
Carll, Carol G.; Davis, O. L., Jr.
This study used the Observation Schedule and Record 5V (OScAR 5V) to describe and compare the teaching behaviors of second- and fifth-grade mathematics teachers. The sample included seven second-grade and nine fifth-grade teachers from three elementary schools in a medium sized city. Pupils in the participating teachers' classes were from middle class homes. Results indicated that overall mathematics teaching in the elementary school is very direct and teacher dominated. Direct behaviors constituted 56 percent of the behaviors of the second-grade teachers and 46 percent of the fifth-grade teachers. Describing was the most common teacher verbal behavior. Soliciting behaviors accounted for 33 percent of the second-grade behaviors and 26 percent of the fifth-grade behaviors. Results of analysis of variance showed several significant differences between grade levels. Fifth-grade pupils asked more substantive questions, and fifth-grade teachers reacted to pupils' responses by approval more than did second-grade teachers. Also, second-grade teachers had a higher teacher talk/total talk ratio. A comparison of results with those of a similar study in the eighth and eleventh grades indicated that the proportion of direct teaching behaviors is very stable across grade levels. (RT)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.