An Analysis of Teachers' Explanatory Talk That Supports Learning of Standard Units of Length in Standard 4 in Malawi

Autor/in	Mwale, Liveness
Titel	An Analysis of Teachers' Explanatory Talk That Supports Learning of Standard Units of Length in Standard 4 in Malawi
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 25 (2021) 3, S.259-268 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2021.2022888
Schlagwörter	Teacher Student Relationship; Classroom Communication; Mathematics Instruction; Rural Schools; Teacher Attitudes; Language Usage; Comparative Analysis; Measurement; Concept Formation; Mathematical Concepts; Foreign Countries; Elementary School Students; Video Technology; Lesson Plans; Vignettes; Knowledge Level; Malawi + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Mathematics lessons; Mathematikunterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerverhalten; Sprachgebrauch; Messverfahren; Concept learning; Begriffsbildung; Ausland; Lesson planning; Unterrichtsplanung; Wissensbasis
Abstract	This study sought to analyse, using the Mathematics Discourse in Instruction framework, teachers' explanatory talk when introducing standard units of length in standard 4 in Malawi. The study analysed teachers' use of content and pedagogical practices for introducing standard units of length and how that made the concept of standard units of length accessible to learners. Qualitative data was collected from two teachers from two rural schools in Malawi. Findings of the study showed that the teachers' explanatory talk included mathematical and non-mathematical language. The mathematical language included standard units of length, metre and centimetre, and the procedures for measuring and comparing lengths of objects. It was also observed that learners had access to the idea of measuring and comparing lengths of straight objects within their classrooms and were able to follow procedures for measuring lengths of objects in metres and centimetres. However, these findings also highlight the need for the teaching of length measurement that aims at providing opportunities to learners to develop the concept of units of length across varying dimensions and tasks. This study argues for the teaching of length measurement that emphasises on building learners' conceptual understanding of standard units of length. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01