Who does what? A linguistic approach to analyzing teachers' reactions to videos

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Abstract

This paper describes a technique for analyzing teachers' reactions to videos. The technique uses Halliday's systemic functional linguistics to identify teachers' perceptions of the division of labor between teachers and students when working on a mathematical task. The author uses the technique to analyze data from focus group sessions where teachers reacted to a video episode. The author argues that the technique could be particularly useful for studying teachers' perspectives about novel teaching activities, such as problem-based instruction in mathematics.

Original languageEnglish (US)
Pages (from-to)65-80
Number of pages16
JournalZDM - International Journal on Mathematics Education
Volume43
Issue number1
DOIs
StatePublished - Feb 2011

Keywords

  • Discourse analysis
  • Focus groups
  • Geometry
  • Instructional situations
  • Representations of teaching
  • Systemic functional linguistics
  • Teacher decision making
  • Teacher thinking
  • Theory
  • Video

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

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