Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice

Emine Gül Çelebi İlhan; Ayhan Kürşat ERBAŞ

doi:10.12973/eurasia.2016.1274a

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Emine Gül Çelebi İlhan ¹ ^* , Ayhan Kürşat ERBAŞ ¹

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¹ Middle East Technical University^* Corresponding Author

Abstract

Background:
As is well known to all bridging teacher knowledge or learning with practice is not a straightforward task. This paper aims to explore this discrepancy between a mathematics teacher’s knowing and practices and to offer ways of alignment between the two based on the social/interpersonal meanings and their realization through teacher’s discourse.

Material and methods:
In this study we utilized discourse analysis of interpersonal meanings within a high school mathematics class mainly by focusing on the mathematics teacher’s discourse

Results:
We have found that an interpersonal meaning manifested by teacher’s discourse establishes counterproductive social roles and relationships for the knowing/learning to come alive.

Conclusions:
We conclude that the realization of interpersonal meanings can hinder or support the generation of ideas within the classroom: both for teacher’s knowing and student’s mathematical meaning making

Keywords

discourse analysis
interpersonal meaning
mathematics education
teacher discourse
teacher practice

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 12, Issue 8, August 2016, 2237-2251

https://doi.org/10.12973/eurasia.2016.1274a

Publication date: 02 Jul 2016

Article Views: 3055

Article Downloads: 2574

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How to cite this article

APA

İlhan, E. G. Ç., & ERBAŞ, A. K. (2016). Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), 2237-2251. https://doi.org/10.12973/eurasia.2016.1274a

Vancouver

İlhan EGÇ, ERBAŞ AK. Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice. EURASIA J Math Sci Tech Ed. 2016;12(8):2237-51. https://doi.org/10.12973/eurasia.2016.1274a

AMA

İlhan EGÇ, ERBAŞ AK. Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice. EURASIA J Math Sci Tech Ed. 2016;12(8), 2237-2251. https://doi.org/10.12973/eurasia.2016.1274a

Chicago

İlhan, Emine Gül Çelebi, and Ayhan Kürşat ERBAŞ. "Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 8 (2016): 2237-2251. https://doi.org/10.12973/eurasia.2016.1274a

Harvard

İlhan, E. G. Ç., and ERBAŞ, A. K. (2016). Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), pp. 2237-2251. https://doi.org/10.12973/eurasia.2016.1274a

MLA

İlhan, Emine Gül Çelebi et al. "Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 8, 2016, pp. 2237-2251. https://doi.org/10.12973/eurasia.2016.1274a