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ERIC Number: EJ1101779
Record Type: Journal
Publication Date: 2016-Aug
Pages: 15
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: EISSN-1305-8223
Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice
Ilhan, Emine Gül Çelebi; Erbas, Ayhan Kürsat
EURASIA Journal of Mathematics, Science & Technology Education, v12 n8 p2237-2251 Aug 2016
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.
EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey