Designing and validating a coding scheme for analysis of teacher discourse behaviours in mathematics classrooms

Designing and validating a coding scheme for analysis of teacher discourse behaviours in mathematics classrooms

• Ng, Oi Lam The Chinese University of Hong Kong
• Ni, Yujing The Chinese University of Hong Kong
• Shi, Lian The Chinese University of Hong Kong
• Chen, Gaowei The University of Hong Kong
• Cui, Zhihao The Chinese University of Hong Kong

Journal of Education for Teaching, 47(3), 337-352, 2021

Routledge

2021

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
    • GCC Teaching Methods & Their Outcomes

Teacher Discourse Behaviours Coding Scheme Classroom Discourse Reliability Mathematics Education

• Hong Kong

• 1997.7 onwards

• Primary Education

This paper documents the process and outcome of the development and validation of a coding scheme to analyse mathematics classroom discourse in the context of Hong Kong primary schools. The objective of this coding scheme was to systematically analyse teacher discourse behaviours before and after an intervention programme; the programme aimed to assist in-service teachers to develop conceptual and practical tools for engaging students in dialogical discourse in mathematics classrooms. This paper provides a detailed outline of what took place in designing and refining the coding scheme as well as improving its validity and reliability. The developed coding scheme can be effective for highlighting dialogic discourse, authority structures and student participation in mathematics classrooms and beyond. Consequently, it was possible to assess the efficacy of the teacher intervention programme. On the other hand, the developed coding scheme could be used to help teachers to gain a sense of efficacy over their instruction by giving them a roadmap for what they can do before and during instruction. Copyright © 2021 Routledge.

• English

Journal Articles

• 02607476

• 10.1080/02607476.2021.1896340

https://bibliography.lib.eduhk.hk/en/bibs/c5340cc7

2022-04-20