Aspects of Teacher Discourse and Student Achievement in Mathematics.

摘要: In an attempt to identify the characteristics of "good" teaching, several investigations (see Rudin, 1961; Fortune, Gage, & Shutes, 1966; Belgard, Rosenshine, 1967; 1968, 1971; Pinney, 1969; Hiller, Fisher, Kaess, 1969) used selected criteria distinguish effective teaching from ineffective then determined possible correlates criteria, and finally measured correlations between criteria. Such a procedure has been more often study effectiveness social studies or English teachers than mathematics teachers. This described examine aspects discourse among first-year high school algebra. The purpose was verbal behaviors related pupil achievement. A sample 20 teachers, all whom had at least 1 year public experience, drawn randomly Austin (Texas) Independent School District. All same algebra textbook (Dolciani, Wooten, Beckenbach, Jurgensen, Donnelly, 1970). Each teacher agreed teach 20-minute lesson on direct variation, topic normally covered in algebra, one his regularly scheduled classes. students (N = 455) not previously taught this class. Approximately month before lessons were taught, given list objectives that outlined content which they should focus their lessons. Specific problems (Dolciani et al., 1970) listed as appropriate meeting objectives. tape-recorded, 14-item test covering variation. shown consisted 455 predominantly middle-class students. Over 95% Caucasian descent. Of students, 350 taken California Achievement Test (CAT) mathematics. Mean class scores posttest analyses.