Mapping Teaching Through Interactions and Pupils’ Learning in Mathematics

Siv M Gamlem

doi:10.1177/2158244019861485

Abstract

The aim of the study is to map patterns of teaching quality through interactions in Mathematics lessons in lower secondary school classrooms. The sample is 10 ninth-grade classrooms in Norway (pupils’ age, 14-15 years). Reciprocal linkages between teaching through interactions in Mathematic lessons and pupils’ results on a standardized National Curriculum Mathematic Test, before and after observed lessons ( N = 115) over 7 months, are studied. To map quality of teacher–pupil interactions in classrooms, observations are video recorded and analyzed using Classroom Assessment Scoring System. Video analyses elicit that there is a variety in teacher–pupil interaction quality in the 10 classrooms concerning “emotional support,” “classroom organization,” and “instructional support.” The lowest quality is found for the dimensions “analysis and inquiry,” “instructional dialogue,” and “regard for adolescent perspectives,” which might preclude facilitation of cognitive and metacognitive strategies to enhance pupils’ learning and engagement in work with instructional content. Highest quality in teaching through interactions is found for the dimensions “behaviour management” and “productivity.” Analyses show that “positive climate” and “student engagement” both have strong effect sizes and are significant concerning pupils’ learning on class level when comparing classrooms with the highest and lowest improvement score on the standardized National Curriculum Math test over 7 months.

Highlights

A review of effective learning programs in elementary and lower secondary school Mathematics provides support for an approach to emphasize teacher–pupil interactions for enhanced pupil learning (Slavin, Lake, & Groff, 2009). Slavin et al (2009) found that “in terms of outcomes on traditional measures, such as standardized tests and state accountability assessments, curriculum differences appear to be less consequential than instructional differences” (p. 886)
The samples t-test show that the dimension “positive climate” and the global measure “student engagement” both have strong effect sizes and are significant concerning pupil learning over 7 months
Quality feedback interactions serve to enhance pupil learning and serves to increase interest, motivation, effort, and promote learning and higher-order thinking, but this study reveals that a positive climate seems to be essential to generate pupils’ willingness to learn

Summary

Introduction

A review of effective learning programs in elementary and lower secondary school Mathematics provides support for an approach to emphasize teacher–pupil interactions for enhanced pupil learning (Slavin, Lake, & Groff, 2009). Slavin et al (2009) found that “in terms of outcomes on traditional measures, such as standardized tests and state accountability assessments, curriculum differences appear to be less consequential than instructional differences” (p. 886). Their meta-analysis determined that interventions in Mathematics focusing on daily interactions between teachers and pupils had stronger effects than programs that focused solely on curricula and/or technology. This is not to say that curriculum is unimportant but rather that we need to focus on what teachers do with the materials they have and on teacher–pupil interactions that enhance learning (Allen et al, 2013; Pianta, Hamre, & Allen, 2012). The role of talk in shaping and developing pupil learning and understanding requires interaction patterns which reduce the teacher’s role as orchestrator or controller of classroom talk and instead repositions the teacher as an enabler of talk for thinking (Black & Wiliam, 2009; Lampert & Cobb, 2003; Perrenoud, 1998)

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Discussion

Conclusion