2007The research aims to set the foundation for the understanding of
the mathematics instruction in the institutional setting of a Korean
middle school classroom. To fulfill this purpose, we focused on
understanding the types and characteristics of participation structure
created by class participants' interaction. One second grade middle
school mathematics class was adopted for participant observation and
long-term data was collected and analyzed. We have discovered several
distinct types of social participation structure based on literature review
and the criteria drawn from the comprehensive analysis of the
characteristics of the teacher's and students' interaction and behavior
