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ERIC Number: EJ1402175
Record Type: Journal
Publication Date: 2022
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0024-9033
EISSN: EISSN-1916-0666
Teacher Telling in the Mathematics Classroom: A Microlevel Study of the Dynamics between General and Contextualized Knowledge
Chesnais, Aurelie; Horoks, Julie; Robert, Aline; Rogalski, Janine
McGill Journal of Education, v57 n2 p115-135 2022
In this article, we analyze moments of teacher telling (MTT) involving the exposition of new knowledge to students. We first specify the theoretical framework used for our analyses and describe our global methodology, focusing on teacher telling moments as taking part in the students' mathematics learning. Then, we review the literature on this topic and develop a specific tool, called a "proximity," to study MMTs in relation to whole-class scaffolding. Finally, we compare two high school teachers' practices in teaching the same content?-- variation of functions?for 10th grade students?-- to illustrate this new analytical lens. In the conclusion, we discuss our approach and develop several research perspectives.
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France
Grant or Contract Numbers: N/A