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

Gloriana González

doi:10.1007/s11858-010-0298-x

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

Gloriana González

Research output: Contribution to journal › Article › peer-review

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 language	English (US)
Pages (from-to)	65-80
Number of pages	16
Journal	ZDM - International Journal on Mathematics Education
Volume	43
Issue number	1
DOIs	https://doi.org/10.1007/s11858-010-0298-x
State	Published - 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
General Mathematics

Online availability

10.1007/s11858-010-0298-x

Library availability

Discover UIUC Full Text

Cite this

@article{f475a0df5a234b7c9f573cf45a05d6f0,

title = "Who does what? A linguistic approach to analyzing teachers' reactions to videos",

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.",

keywords = "Discourse analysis, Focus groups, Geometry, Instructional situations, Representations of teaching, Systemic functional linguistics, Teacher decision making, Teacher thinking, Theory, Video",

author = "Gloriana Gonz{\'a}lez",

note = "Acknowledgments Support for this research has been provided by the National Science Foundation through an NSF-CAREER Grant REC-0133619 to Patricio Herbst at the University of Michigan. All opinions expressed here are the sole responsibility of the author and do not necessarily reflect the views of the foundation. The author would like to thank Patricio Herbst for granting access to the data and for his valuable comments to a previous draft. The author acknowledges valuable feedback from Mary Schleppegrell and the two anonymous reviewers. The data for this article were collected by geometry, reasoning, and instructional practices (GRIP), a mathematics education research group directed by Patricio Herbst in a project funded by the National Science Foundation. The research group convened 5 different focus group sessions with 30 geometry teachers from 23 different schools. The focus group sessions were videotaped using two cameras facing participants at a wide angle throughout the sessions. The sessions were fully transcribed.",

year = "2011",

month = feb,

doi = "10.1007/s11858-010-0298-x",

language = "English (US)",

volume = "43",

pages = "65--80",

journal = "ZDM - International Journal on Mathematics Education",

issn = "1863-9690",

publisher = "Springer",

number = "1",

}

TY - JOUR

T1 - Who does what? A linguistic approach to analyzing teachers' reactions to videos

AU - González, Gloriana

N1 - Acknowledgments Support for this research has been provided by the National Science Foundation through an NSF-CAREER Grant REC-0133619 to Patricio Herbst at the University of Michigan. All opinions expressed here are the sole responsibility of the author and do not necessarily reflect the views of the foundation. The author would like to thank Patricio Herbst for granting access to the data and for his valuable comments to a previous draft. The author acknowledges valuable feedback from Mary Schleppegrell and the two anonymous reviewers. The data for this article were collected by geometry, reasoning, and instructional practices (GRIP), a mathematics education research group directed by Patricio Herbst in a project funded by the National Science Foundation. The research group convened 5 different focus group sessions with 30 geometry teachers from 23 different schools. The focus group sessions were videotaped using two cameras facing participants at a wide angle throughout the sessions. The sessions were fully transcribed.

PY - 2011/2

Y1 - 2011/2

N2 - 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.

AB - 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.

KW - Discourse analysis

KW - Focus groups

KW - Geometry

KW - Instructional situations

KW - Representations of teaching

KW - Systemic functional linguistics

KW - Teacher decision making

KW - Teacher thinking

KW - Theory

KW - Video

UR - https://www.scopus.com/pages/publications/84857238616

UR - https://www.scopus.com/pages/publications/84857238616#tab=citedBy

U2 - 10.1007/s11858-010-0298-x

DO - 10.1007/s11858-010-0298-x

M3 - Article

AN - SCOPUS:84857238616

SN - 1863-9690

VL - 43

SP - 65

EP - 80

JO - ZDM - International Journal on Mathematics Education

JF - ZDM - International Journal on Mathematics Education

IS - 1

ER -

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

Abstract

Keywords

ASJC Scopus subject areas

Online availability

Library availability

Related links

Fingerprint

Cite this