ABSTRACT

Background: This study considers the moment-by-moment mathematics discourse of teachers and students and the relationship of these discourses to student learning. I focus on the discursive constructs of responsiveness to students’ mathematical thinking and the intellectual work in teacher and student discourse. Responsiveness to students’ mathematical thinking is the extent to which one acknowledges, elicits, takes up, or builds on student thinking in-the-moment. Intellectual work reflects the cognitive work set in motion or performed by a speaker within a given turn of talk.

Methods: I developed analytic frameworks that accounted for different levels of responsiveness and intellectual work during whole-class instruction in seventh-grade mathematics classrooms. These frameworks captured variation in responsiveness and intellectual work which was linked to student achievement using MLM.

Findings: Analyses revealed a significant positive relationship between teachers’ responsiveness to student thinking and student learning. Additionally, the intellectual work requested by the teacher was related to the level of intellectual work students provided, acting as an upper bound on students’ mathematical activity.

Contributions: The analytic frameworks developed for this study identified forms of responsiveness (High Exploring moves) that were most effective for student learning and specified the relationship between a teacher’s and her students’ levels of intellectual work.

摘要

背景：本研究考虑了教师和学生每时每刻的数学话语以及这些话语与学生学习的关系。我专注于对学生数学思维的反应性以及教师和学生话语中的智力工作的话语结构。对学生数学思维的反应性是一个人在多大程度上承认、引出、吸收或建立学生当下的思维。智力工作反映了在给定的谈话轮次中由说话者启动或执行的认知工作。

方法：我开发了分析框架，在七年级数学课堂的全班教学中解释了不同水平的反应能力和智力工作。这些框架捕获了与使用传销的学生成绩相关的响应能力和智力工作的变化。

结果：分析显示教师对学生思维的反应与学生学习之间存在显着的正相关关系。此外，教师要求的智力作业与学生提供的智力作业水平有关，作为学生数学活动的上限。

贡献：为本研究开发的分析框架确定了对学生学习最有效的响应形式（高探索性动作），并指定了教师和学生智力工作水平之间的关系。