Preiss, David

Radovic Sendra, Darinka

Radovic, Darinka

Triadic sequences (initiation-response-follow up) are a frequent type of interaction in classrooms in many different countries. This study describes, using a spoken discourse codification system, these sequences in 89 Chilean public middle-school level mathematics lessons, chosen at random from 684 classes that were filmed for a national evaluation. Triadic sequences were related to teachers' performance scores and lesson activities. The study identified a relatively shared interactional pattern, whose main features were: closed ended questions, low frequency of student participation and low use of metacognitive teacher follow-ups. In addition, when teaching mathematic skills, teachers generated more questions involving application of content, in comparison to other type of questions. Teachers that received a higher performance assessment produced a higher number of open-ended questions as well as a highernumber of questions about students' personal experiences. The results of this study suggest that increasing the repertoire of teacher discourse is a potential area for teachers' training. © 2010 by Psykhe

Discourse patterns observed in middle-school level mathematics classes in Chile

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