Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice
 
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Middle East Technical University
CORRESPONDING AUTHOR
Emine Gül Çelebi İlhan   

Middle East Technical University, The Department of Secondary Education, METU, 06800 Ankara, Turkey
Publish date: 2016-07-02
 
EURASIA J. Math., Sci Tech. Ed 2016;12(8):2237–2251
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ABSTRACT
Background:
As is well known to all 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.

Material and methods:
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

Results:
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.

Conclusions:
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

eISSN:1305-8223
ISSN:1305-8215