Year: 2013
Type: article
Abstract: This paper examines the classroom interactions between teachers and students in some secondary mathematics classrooms in South Africa. Cases of twelve lessons of eight teachers were analyzed using the Secondary Teaching Analysis Matrix framework of Gallagher and Parker (1995) to classify teaching into didactic, transitional and conceptual teaching about classroom interactions. Classroom interactions were found to be predominantly didactic. This means among other things that there was little student interaction about the subject matter; short answers predominated; there were few student questions and student-student interaction was rare. The findings will be used for professional development intervention programs to guide teachers to improve dialogue during mathematics instruction. DOI: 10.5901/mjss.2013.v4n13p435
Author: Mapula G Ngoepe
Institution: University of South Africa
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2012807775