%0 Journal Article
%T Patrones de Discurso Observados en el Aula de Matem¨¢tica de Segundo Ciclo B¨¢sico en Chile
%A Radovic
%A Darinka
%A Preiss
%A David
%J Psykhe (Santiago)
%D 2010
%I Scientific Electronic Library Online
%R 10.4067/S0718-22282010000200007
%X triadic sequences (initiation-response-follow up) are a frequent type of interaction in classrooms in many different countries. this study describes, using a spoken discourse codification system, these sequences in 89 chilean public middle-school level mathematics lessons, chosen at random from 684 classes that were filmed for a national evaluation. triadic sequences were related to teachers' performance scores and lesson activities. the study identified a relatively shared interactional pattern, whose main features were: closed ended questions, low frequency of student participation and low use of metacognitive teacher follow-ups. in addition, when teaching mathematic skills, teachers generated more questions involving application of content, in comparison to other type of questions. teachers that received a higher performance assessment produced a higher number of open-ended questions as well as a higher number of questions about students' personal experiences. the results of this study suggest that increasing the repertoire of teacher discourse is a potential area for teachers' training.
%K discourse
%K teaching of mathematics
%K video-survey
%K teacher performance
%K teacher assessment.
%U http://www.scielo.cl/scielo.php?script=sci_abstract&pid=S0718-22282010000200007&lng=en&nrm=iso&tlng=en