Characterizing mathematical discourse according to teacher and student interactions: The core of mathematical discourse

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dc.authorid0000-0002-9242-8009
dc.authorid0000-0002-1331-053X
dc.contributor.authorÇelik Demirci, Sedef
dc.contributor.authorBaki, Adnan
dc.date.accessioned2025-07-17T10:43:02Z
dc.date.available2025-07-17T10:43:02Z
dc.date.issued2023
dc.departmentAÇÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü
dc.description.abstractThe discussion on the development of mathematical discourse plays a key role in the determination of the in-classroom interactions in mathematics learning and instruction. The present study aims to present a theoretical framework for the nature of mathematical discourse that addresses the teacher and student interaction in the classroom. Previous studies attempted to discuss the theoretical structure in mathematical discourse with the embedded theory approach. The findings revealed the core of mathematical discourse that reflected the structure of mathematical discourse based on open, axial and selective codes determined based on the embedded theory approach. The external structure of this core reflects the types of in-classroom interaction, while the internal structure reflects the development of the mathematical discourse. The external structure included four types of interaction: teacher, teacher-class, teacher-student, and student-student. The internal structure includes mathematical discourse movements associated with three stages: motivation, explanation of mathematical ideas, and achievement of mathematical ideas. The external structure of mathematical discourse core revealed the general state of in-classroom interaction core, and the internal structure revealed the specific mathematical discourse based on the mathematical content. It could be suggested that the discourse movements in the mathematical discourse core determined in the present study would provide guidelines for mathematical communications. The study also includes recommendations for future studies on the employment of this general and specific theoretical mathematical discourse framework.
dc.identifier.doi10.33902/JPR.202321852
dc.identifier.endpage164
dc.identifier.issn26023717
dc.identifier.issue4
dc.identifier.scopuss2.0-85175465150
dc.identifier.scopusqualityQ3
dc.identifier.startpage144
dc.identifier.urihttps://hdl.handle.net/11494/5811
dc.identifier.volume7
dc.indekslendigikaynakScopus
dc.institutionauthorÇelik Demirci, Sedef
dc.institutionauthorid0000-0002-9242-8009
dc.language.isoen
dc.publisherDuzce University, Faculty of Education
dc.relation.ispartofJournal of Pedagogical Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectClassroom interaction
dc.subjectEmbedded theory
dc.subjectMathematical discourse
dc.subjectVideo analysis
dc.titleCharacterizing mathematical discourse according to teacher and student interactions: The core of mathematical discourse
dc.typeArticle

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