An investigation of developing teachers’ understanding of using a dialogic approach in Saudi primary mathematics classrooms

Mansour Alanazi

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Abstract

Classroom talk and dialogue is fundamental to students’ learning mathematics. Much research has focused on the ways teachers interact with their students and the quality of dialogue between them. Drawing on recent developments in dialogic approaches to learning and teaching mathematics, this study investigates how Saudi mathematics teachers develop their understanding of classroom dialogue through a professional development process in mathematics teaching. The study involves multiple case studies collecting qualitative data on i) teachers’ espoused beliefs about their teaching practice and dialogic teaching and ii) teachers’ enacted practices using dialogic teaching principles. The participants were three male primary mathematics teachers in third-, fifth- and six-grade classrooms. The paper utilizes an early analysis and discussion about a teacher named Ahmad as one case study
Original languageEnglish
Title of host publicationProceedings of the British Society for Research into Learning Mathematics 34(2) June 2014
Pages1-6
Number of pages6
Publication statusPublished - Jun 2014
EventThe British Society for Research into Learning Mathematics - University of Southampton
Duration: 14 Jun 201414 Jun 2014

Conference

ConferenceThe British Society for Research into Learning Mathematics
CityUniversity of Southampton
Period14/06/1414/06/14

Keywords

  • classroom talk; dialogic teaching; professional development

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