Task 3

Analyzing Classroom Discourse

Observe in a classroom, keeping a record that lets you answer the following
questions. Record/write down a list of what is said for 10 minutes during the CORE
part of the class:

What proportion of time does she talk?

What types of questions does the teacher ask?
What evidence do you see that children have learned some mathematics?
At the first week of my teaching practice I observed a math lesson which was about long division
into two digit numbers. The teacher show the students some of ten bocks with a cards, she asked
them some questions such as what do you think we have to do with these objects? And for what we
can use it? After she give the students a question, she let them to explore by asking them: how we
can divide three digit numbers with two digit numbers by using the ten base blocks? Then, she
explain how to solve the question. I realized that the students understand the math concept because
they were motivating with her to answer and solve the questions in front of the class. I found that the
teacher talked for 7 minutes while the students talked for 3 minutes.

How many of children have an opportunity to talk?

In your opinion, is the classroom discourse about important and new mathematics?
Most students take their opportunity to talk and respond to the teachers questions in exploration and
building knowledge stage specially those low and middle level pupils. However, some students were
taking with their group members without any serious reason and the teacher give them black point
for their bad behavior. In my point of view, I think that the teacher cover the new math concept with
students and they show that they are understanding the lesson by the next stage.