Construction of mathematical meaning in a 6th grade classroom : an analysis of modal auxiliaries in teacher interrogatives across the teaching of fractions and geometry

• Main Author: O'Connor, Peggy A.
• Other Authors: Maguire, Mary H. (advisor)
• Format: Others
• Language: en
• Published: McGill University 1998
• Subjects: Mathematics > Study and teaching (Elementary) > Psychological aspects.; Cognition in children.
• Online Access: http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35033

This qualitative interpretive inquiry investigates how mathematical meaning is constructed in a sixth grade classroom during one academic year in an English medium suburban school. Mathematical meaning is situated within Piaget's constructivist theory and Vygotsky's socio-cultural theory of the development of higher mental functions. Halliday's social theory of language use provides another theoretical framework for interpreting the daily interactions between the teacher and learners and among learners. Particular focus is on modality and the use of modal auxiliaries in teacher interrogative modals across the teaching of two strands, fractions and geometry. Data collected and analyzed includes 107 audio taped mathematics classes, participant observations of the teacher and six focal children over one school year and school artifacts such as the mathematics textbook and paper handouts. === Findings indicate that the teacher used modal auxiliaries in both the fraction and geometry strands but more modals in the geometry strand. While there were similarities in the teacher's rejoinders across the two strands there were also some distinctions particular to each strand. Data sets suggest that mathematical meanings ultimately made by these learners are influenced by both personal and social factors. Teacher interrogative modals mediated understandings by encouraging multiple learner contributions which resulted in alternative strategies and thoughts being respected. Analysis of the task and activities, event flow of mathematical lessons influenced how the children perceived mathematics and how it should be accomplished Results indicate that these learners, understandings were unique and that through the power of questioning that encourages multiple learner perspectives educators may obtain insights into children's mathematical meaning making in classroom contexts.