| Summary: | The
purpose of this study was to investigate mathematical discourse and discourse
analysis of one senior prospective teacher who is educated about mathematical
communication and one experienced middle school mathematics teacher. Besides it
was aimed to shed light on future studies about the effects of education about
mathematical communication and teaching experience on mathematical discourse
and discourse analysis. The study was designed as phenomenological study. In
the process of data collection, a teaching scenario was developed by the
researchers. Afterwards clinical interviews and lesson observations were
conducted with the participants. The participants of this study were a middle
school mathematics teacher who has 10 years of experience in teaching and a
senior prospective teacher. Data related to discourse analysis and classroom
discourse was analyzed qualitatively by using focal analysis technique and data
collected from clinical interviews was analyzed by content analysis. According
to the findings, it was seen that the participants’ mathematical discourse and
their discourse analysis was quite different from each other.
|
|---|
