The Korea Society Of Educational Studies In Mathematics

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Journal of Educational Research in Mathematics - Vol. 30 , No. 2

[ Article ]
Journal of Educational Research in Mathematics - Vol. 30, No. 2, pp.227-244
Abbreviation: JERM
ISSN: 2288-7733 (Print) 2288-8357 (Online)
Print publication date 31 May 2020
Received 01 Apr 2020 Revised 11 May 2020 Accepted 13 May 2020

Quantitative and Qualitative Analysis of Teacher-Student Interaction in Student Engagement Mathematics Classes
Choi, Sang-Ho*
*Research Professor, Korea University, South Korea (

Funding Information ▼


The purpose of this study was to analyze the quantity and quality of teacher-student interaction in student engagement mathematics classes. To achieve this goal, we observed the first semester classes of the first year of middle school by experienced teachers who conducted teaching methods that promote students’ engagement in classes for more than 20 years. All the classes observed during the semester were analyzed using the transcript data(44 classes). As a result of the analysis, mathematics classes in student engagement were similar in the extent of interaction between teachers and students, and half of the teacher discourses were characterized by revocing. And it was concluded that the strategies of regeneration within the teacher discourse structure enabled students to participate and contribute to the development of the mathematical discourse. In this way, analyzing the lessons of the whole semester with active student engagement and deriving research results, demonstrated the possibility of the generalization of teacher-student interaction patterns. Conversely provides concrete and practical ideas for the implementation of pedagogy that will promote student engagement in the future.

Keywords: class engagement, the structure of teacher discourse, revoicing strategy, socio-mathematical norm, introduction of mathematical concepts, problem solving


Supported by a Korea University Grant

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