Teacher discourse supporting peer collaboration in mathematics

Abstract

Purpose

The purpose of this paper is to focus on a two-year lesson study by a teacher exploring peer collaboration and examines a teacher’s discourse that might generate a mathematical participation structure in which students needing help are likely to participate.

Design/methodology/approach

A math class conducted by a teacher in a Tokyo secondary school was observed for two years. The teacher’s questions in whole-class discussions were analyzed quantitatively and qualitatively. Then, the teacher received feedback and retrospectively wrote his viewpoint or concerns.

Findings

The following features of the teacher’s questions were observed: no bias in any questions; various questions soon after group discussion, including easy expression of unstructured thoughts; and a consistent view of learning, such as not ending learning despite having received answers. These features were not fixed strategies, but one end of the reflective trajectory in considering the relation between students’ growth and lessons’ mathematical content. Possibly, this reflective cycle might support participate structure in which students learn collaboratively.

Originality/value

Long-term observation and spending time with one class enabled the researcher to investigate lesson study systematically and showed the significance of teachers and researchers studying together.

Citation

Yamaji, A. (2016), "Teacher discourse supporting peer collaboration in mathematics", International Journal for Lesson and Learning Studies, Vol. 5 No. 3, pp. 255-270. https://doi.org/10.1108/IJLLS-12-2015-0043