Social Interaction in Mathematics Classroom: A Case Study of City Secondary School
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Date
2006-06
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Addis Ababauniversity
Abstract
The purpose of this study was to understand the nature of mathematics
classroom interaction. It also aimed to find out and examine factors that
influence teacher-student and student-student interactions from the
Social Constructivism and Symbolic Interactionsim perspectives.
Qualitative case study was used to carry out this study. Purposeful
sampling was used to select eight students and one teacher from City
Secondery School. Data were gathered using qualitative methods through
personal observation, interviews, and field notes. The data were
examined looking for common and distinctive ideas. Common issues
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were identified to form themes and interpretational analysis method was
implemented in analyzing the data.
The fmding revealed that the learning environment in City Secondary
School is highly affected by the classroom social norms. Students were
interacting with their teachers, as well as to their peer groups according
to the constituted norm. Social norm of the classroom is a significant
factor affecting their interaction. Besides, lack of confidence, being
uncertain of the answer, fear of challenges, lack of enjoyments and lack
of motivation are among many factors affecting classroom interaction. In
the classroom, it was found out that students were using different
methods to initiate their interactions. These methods include putting up
their hands, getting up out of their seats, calling out the teacher's name,
responding in group, shouting together, keeping silent, and murmuring
and gesturing
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Mathematics Classroom: A Case Study