Abstract
This study investigated how changes in discourse behaviors of teachers receiving an intervention on dialogic classroom discourse might be associated with students’ mathematics learning outcomes. Thirty-two Hong Kong mathematics teachers and their 891 students (ages 9–10) participated in this study. The results of multilevel mediation analysis show an intervention effect on the amount of student talk in classroom discussions, students’ mathematical reasoning test scores, and their perceived interest in learning mathematics. However, the teacher discourse behaviors to evaluate students’ responses showed a negative mediation effect of the intervention on students’ perceived classroom participation. The results indicate that classroom discourse influences students in general and also culturally specific ways of student learning.
Published Version
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