Classroom discourse of students in mathematics learning
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Department of Mathematics Education
Abstract
This research focuses on classroom discourse of students in mathematics
learning. This study has addressed the questions: How teacher's and student's
discourse in mathematics classroom? And how do teachers make the classroom
discourse student friendly? To answer these research questions, I have selected the
qualitative research design with ethnography approach. The study site of this study
was Shree Nuwakot Secondary School, Nuwakot, Arghakhanchi. The participants of
this study were two mathematics teachers and five students from grade nine and ten.
Altogether, seven people were the research participants in this study. I used purposive
sampling to select the participants for this study.
Classroom observation guideline, interview guidelines and focus group
discussion guideline were the main tools of this study. I analysed the information by
using different theories to produce the information and draw the conclusion of this
study. Through the analysis of the data, it was found that theoretically, teachers were
aware about student centre methods that we have to use but practically they were not
using in actual classroom and the teachers were not well prepared to practice lesson
plan in actual classroom. Despite being well-known about to prepare, teachers use
mono-cultural practice in multicultural classroom situation. Further, it was also
concluded that present scenario of classroom discourse was more teacher centred. It
was also concluded that by applying-cultural based pedagogy, using various strategies
in teaching-learning activities in mathematics classroom, by avoiding rote
memorization, by implementing co-operative learning and through multiple
representations making classroom discourse students friendly.