versión On-line ISSN 0718-2228
RADOVIC, Darinka y PREISS, David. Discourse Patterns Observed in Middle-School Level Mathematics Classes in Chile. Psykhe [online]. 2010, vol.19, n.2, pp.65-79. ISSN 0718-2228. http://dx.doi.org/10.4067/S0718-22282010000200007.
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.
Palabras clave : discourse; teaching of mathematics; video-survey; teacher performance; teacher assessment.