Abstract
A teachers’ practice cannot be characterised by a single lesson, hence comparison is best made with lesson sequences that better sample the diversity of a teacher’s practice. In this study, we video recorded lesson sequences in four Year 8 mathematics classrooms, as well as interviewed each of the four teachers in Brunei Darussalam. Because of our methodology and based on the findings from the richness in the data that was collected, there were some features in the video and interview data that emerged. One of the features is the significant short utterances made by the students as well as their respective teachers, and the extent of the teachers’ own and their students’ questioning behaviours in the lessons as perceived by the teachers themselves during the video-stimulated recall interviews. In the four Brunei classrooms that we studied, most of the lessons were so rushed, the teachers did most of the talking and when teachers and students do interact, it almost always involved faster-paced exchanges between them. Thus, restricting students to single words (“yes” or “no”) or short choral responses. Overall, the findings appear to indicate that short utterances implied that there were less (or even no) opportunities for fuller student participation in classroom discussions.
Highlights
In the field of mathematics education, untangling the relationship between teaching and learning is not easy and may pose many unexpected complications (Ball, 2002; Floden, 2001; Franke, Kazemi, & Battey, 2007; Goos, Stillman, & Vale, 2007; Hiebert & Grouws, 2007), the underlying reason why we do research on the teaching and learning of mathematics is because “we want to know why students do not get enough out of their mathematical education, and what we can do to remedy the situation” (Niss, 2007, p. 1293)
The findings reported in this paper represented only a small part of a larger study conducted by the first author where she identified the similarities and differences between Brunei Darussalam and the countries that participated in the TIMSS-99 Video Study.To date, most studies done in Brunei concentrated mainly on the specific mathematical content that focused on upper secondary mathematics classrooms, each from a different secondary school in Brunei Darusslam.A recent study examining the classroom interactions in three Year 10 upper secondary mathematics classrooms in Brunei Darussalam were conducted and reported
Based on the average percentages of teacher and student utterances in each classroom studied in Brunei, the results show that the female teachers (Yasmin and Masnah) made utterances of between 5 to 24 words more often than their male counterparts (Hamzah and Amir), during the public interaction segments of their lessons
Summary
In the field of mathematics education, untangling the relationship between teaching and learning is not easy and may pose many unexpected complications (Ball, 2002; Floden, 2001; Franke, Kazemi, & Battey, 2007; Goos, Stillman, & Vale, 2007; Hiebert & Grouws, 2007), the underlying reason why we do research on the teaching and learning of mathematics is because “we want to know why students do not get enough out of their mathematical education, and what we can do to remedy the situation” (Niss, 2007, p. 1293). It is predictably difficult to conduct investigations, carry out the analyses and report on the findings on both the teacher and the students at the same time. 53) and a public utterance is defined as talk (during the public interaction segment) by one speaker uninterrupted by another speaker (Hiebert et al, 2003). The opportunity for the teachers and students to talk, as indicated by the length of each their utterances, is taken during the public interaction segments of the video recorded Brunei lessons. Because there were no transcripts available for any of the Brunei video recorded lessons, the research assistant had to rely only by watching and listening from the video recorded lessons in order to manually count the number of teacher and student utterances during the public interaction segments in all the Brunei mathematics lessons. Any public talk in the video data that was spoken in Malay was translated to English
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