The teacher's role in guiding mathematical discussions : a self-study through action research

Abstract

This study presents the findings from an action research that I engaged in during the scholastic year 2009-2010, to investigate my role as a teacher guiding my Form 3 students to use whole-class discussion as a tool for learning mathematics. The main aim was to identify the actions I employed in this regard, reflect about ways to improve on them and implement changes accordingly. The actions identified were categorised under three main categories: observing and assessing, analytic scaffolding and social scaffolding. In this study, I positioned myself as a teacher-researcher, collecting data in the form of a research journal in which I noted classroom episodes and critical reflections about them daily. Fifty seven, Form 3 students participated in this study. Data about students' views was collected through semi-structured interviews. I also enlisted the participation of an outside observer who commented critically about my role in guiding discussions after observing two of my lessons. The major changes to my practice had to do with providing analytic scaffolding to students. Thus the main outcome was that I became more proficient at guiding the mathematics effectively during whole class discussion. I also noted improvement in my provision of social scaffolding. Through these improvements my classes came closer to enacting meaningful activity as a community of discursive practice.