Facilitating Classroom Discussion In Mathematics Instruction To Promote Students' Understanding

摘要

This paper presents findings of a qualitative study on efforts to engage elementary school students in small-group and whole-class discussions as part of the process of learning mathematics. Characteristics of the process of facilitating small-group and whole-class discussion are examined, as well as the obstacles and supports. The subjects of this study are 21 fifth-grade students who learn mathematics in small groups and whole-class discussion. The data were collected through classroom observations which were videotaped, while field notes were also taken. The data analysis revealed that students engaged in productive interaction and inquiry while they were learning mathematics in small groups or in whole class setting. This is consistent with the principles of mathematics learning, which gives students wide opportunities to construct mathematical knowledge through individual learning, learning in small groups as well as learning in whole class settings. It also means that by participating in interactive learning, the students are habitually engaged in productive interactions and high level of mathematical thinking. Besides, analysis of the setting suggests that features of the process of facilitating classroom discussion include (a) developing opinions and motivation for discussion, (b) structuring the physical space of the classroom, (c) bringing students' ideas to the forefront of discussion, (d) creating reasons for listening, (e) encouraging students to question and respond to each other, and (f) creating a need for consensus or meaning negotiation. Analysis results also suggest that teachers who implement classroom discussion as a model for learning mathematics struggle with the available time and the curricular constraints and target, as well as student expectations.