Variation in Semiotic Mediation across Face-to-Face and Computer-Based Secondary School Mathematics Lessons in a School in the Western Cape Province of South Africa

Autor/inn/en	Spencer-Smith, Garth; Hardman, Joanne
Titel	Variation in Semiotic Mediation across Face-to-Face and Computer-Based Secondary School Mathematics Lessons in a School in the Western Cape Province of South Africa
Quelle	In: Computers in the Schools, 39 (2022) 1, S.61-79 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spencer-Smith, Garth) ORCID (Hardman, Joanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2022.2037297
Schlagwörter	Foreign Countries; High Achievement; Secondary Schools; Disadvantaged Schools; Mathematics Teachers; Conventional Instruction; Computer Mediated Communication; Teacher Student Relationship; Mathematics Instruction; Interaction; Computer Assisted Instruction; Mathematical Concepts; Semiotics; Discourse Analysis; Effect Size; Case Studies; South Africa + Suchen Sie Ihr Suchwort? Ausland; Sekundarschule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Computerkonferenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematics lessons; Mathematikunterricht; Interaktion; Computer based training; Computerunterstützter Unterricht; Semiotik; Diskursanalyse; Case study; Fallstudie; Case Study; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study, conducted in one high-achieving secondary school in a disadvantaged area in the Western Cape province of South Africa, asks whether mathematics teachers alter their "talk" across the face-to-face and computer-based lessons. Data were gathered through video recordings of teacher/student interactions across ten face-to-face and computer-based mathematics lessons conducted by two teachers. Findings indicate that the teachers studied significantly altered their "talk" across the two contexts, with a medium effect size. Further, a significant association at a medium effect level between any two of the three variables--location of lesson, "talk" type and scale of interaction--was found. In particular, teachers used significantly less mathematical talk in the computer lessons. As language is the primary mediator of conceptual acquisition (Vygotsky, 1978), this calls into question what mathematical concepts are learnt in a computer-based lesson. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01