Teacher's use of exemplification and explanations in mediating the object of learning
Date
2017
Authors
Barkay, Danielle
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Abstract
This study examined teachers' use of exemplification and explanations in the teaching of algebraic expressions. In particular the focus was on the selection and sequencing of examples as well as what a teacher does with these examples in terms of their explanations to maintain the focus or object of learning. Adler and Ronda's (2015) Mathematical Discourse in Instruction (MDI) framework was the foundation of this study's conceptual and analytical framework and was complemented with the work of Stein (2000) and Moschovich (1999, 2015). Data was collected from two Grade 8 teachers through the use of video-recordings and transcripts. The data was then analysed based on the themes that emerged from the conceptual framework. The findings revealed that the examples themselves had the potential to restrict the object of learning and together with the teacher's corresponding explanatory talk could reduce or shift the object of learning from translating algebraic expressions to focusing on procedures. The findings show how each component of MDI worked separately and then together to mediate the of the object of learning, but this study has additionally highlighted how the components themselves, namely exemplification and explanatory talk, have a direct effect on each other.
Description
A research report submitted in partial fulfilment of the requirements for the degree of Master of Science to the Faculty of Science, University of the Witwatersrand, November 2017.
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Citation
Barkay, Danielle (2017) Teachers use of exemplification and explanations in mediating the object of learning, University of the Witwatersrand, Johannesburg, https://hdl.handle.net/10539/25144