Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice
Emine Gül Çelebi İlhan 1 * , Ayhan Kürşat ERBAŞ 1
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1 Middle East Technical University
* Corresponding Author

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

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2016.1274a

EURASIA J Math Sci Tech Ed, 2016 - Volume 12 Issue 8, pp. 2237-2251

Publication date: 02 Jul 2016

Article Views: 1072

Article Downloads: 299

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