Designing and Validating a Coding Scheme for Analysis of Teacher Discourse Behaviours in Mathematics Classrooms

Bibliographic Data

ID21494552
AuthorsOi-Lam Ng (0000-0003-3736-7845, Department of Curriculum and Instruction, The Chinese University of Hong Kong, corresponding author), Yujing Ni (Department of Educational Psychology, The Chinese University of Hong Kong), Lian Shi (Department of Curriculum and Instruction, The Chinese University of Hong Kong), Gaowei Chen (0000-0002-6847-4013, Human Communication, Development, and Information Sciences, The University of Hong Kong), Zhihao Cui (0000-0002-3271-4054, Department of Curriculum and Instruction, The Chinese University of Hong Kong)
Year2021
Volume47
Issue3
Pages337-352
Publication date2021-05-27
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Education for Teaching International Research and Pedagogy (JOURNAL)
Journal identifiersISSN: 0260-7476 • E-ISSN: 1360-0540
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02607476.2021.1896340
OpenAlexW3134924148
LanguageEN
Citations received4
References cited32

This paper documents the process and outcome of the development and validation of a coding scheme to analyse mathematics classroom discourse in the context of Hong Kong primary schools. The objective of this coding scheme was to systematically analyse teacher discourse behaviours before and after an intervention programme; the programme aimed to assist in-service teachers to develop conceptual and practical tools for engaging students in dialogical discourse in mathematics classrooms. This paper provides a detailed outline of what took place in designing and refining the coding scheme as well as improving its validity and reliability. The developed coding scheme can be effective for highlighting dialogic discourse, authority structures and student participation in mathematics classrooms and beyond. Consequently, it was possible to assess the efficacy of the teacher intervention programme. On the other hand, the developed coding scheme could be used to help teachers to gain a sense of efficacy over their instruction by giving them a roadmap for what they can do before and during instruction

Axial coding · Dialogic · Dialogical self · Discourse analysis · Grounded theory · Linguistics · Mathematics education · Pedagogy · Qualitative research · Sociology · Computer Science · Education and Technology Integration · Mathematics · Mathematics Education and Teaching Techniques · Parental Involvement in Education · Psychology · Social Psychology

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