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Early Career Teacher's Approach to Fraction Equivalence in Grade 4: A Dialogic Teaching Perspective

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Title: Early Career Teacher's Approach to Fraction Equivalence in Grade 4: A Dialogic Teaching Perspective
Language: English
Authors: Shongwe, Benjamin (ORCID 0000-0001-8083-6462)
Source: Pythagoras. 2021 42(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/pythagoras
Peer Reviewed: Y
Page Count: 14
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Grade 4, Elementary School Teachers, Mathematics Instruction, Fractions, Teaching Methods, Elementary School Mathematics, Time Factors (Learning), Mathematics Curriculum, Mathematical Concepts, Concept Formation, Foreign Countries, Rural Schools, Discussion (Teaching Technique), At Risk Students, Disadvantaged Schools
Geographic Terms: South Africa
ISSN: 1012-2346
Abstract: The research presented in this article reports on the results of a case study examining the classroom practice of one early career Grade 4 teacher (Nox, pseudonym) as she teaches equivalent fractions. The goal was to explore the ways and extent to which her instruction reflected a dialogical teaching approach, defined as a pedagogical approach underpinned by five specific principles that can be enacted through a range of possible talk strategies to achieve sustained participation of learners and thus enhance meaningful learning. I provide a pedagogical activity to illustrate to teachers how, by instigating and developing classroom talk in the primary classes, a dialogic teaching sequence may be implemented. However, the majority of the existing literature on dialogic teaching stems from studies conducted in Asian, European, and North American countries, whereas systematic research on dialogic teaching across international contexts remains limited. Nox was interviewed after obtaining observational data to seek clarity on some of the observed instructional practices. Analysis of transcripts using the notion of dialogic teaching as a theoretical lens revealed that there was little evidence of Nox's attempts to use talk to make learning of equivalent fractions a cumulative process. In addition, time constraint was the most significant factor in Nox's teaching of equivalent fractions: she considered the curriculum too congested. Implications are drawn for evaluating dialogic teaching in primary mathematics classrooms. Future, larger studies may shed light on the extent of these results and, if need be, a significant investment on initial teacher training may be necessary to underscore the value of dialogic teaching in enhancing meaningful learning of, at least, equivalent fractions.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1327405
Database: ERIC
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  Data: Early Career Teacher's Approach to Fraction Equivalence in Grade 4: A Dialogic Teaching Perspective
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/pythagoras
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  Data: 1012-2346
– Name: Abstract
  Label: Abstract
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  Data: The research presented in this article reports on the results of a case study examining the classroom practice of one early career Grade 4 teacher (Nox, pseudonym) as she teaches equivalent fractions. The goal was to explore the ways and extent to which her instruction reflected a dialogical teaching approach, defined as a pedagogical approach underpinned by five specific principles that can be enacted through a range of possible talk strategies to achieve sustained participation of learners and thus enhance meaningful learning. I provide a pedagogical activity to illustrate to teachers how, by instigating and developing classroom talk in the primary classes, a dialogic teaching sequence may be implemented. However, the majority of the existing literature on dialogic teaching stems from studies conducted in Asian, European, and North American countries, whereas systematic research on dialogic teaching across international contexts remains limited. Nox was interviewed after obtaining observational data to seek clarity on some of the observed instructional practices. Analysis of transcripts using the notion of dialogic teaching as a theoretical lens revealed that there was little evidence of Nox's attempts to use talk to make learning of equivalent fractions a cumulative process. In addition, time constraint was the most significant factor in Nox's teaching of equivalent fractions: she considered the curriculum too congested. Implications are drawn for evaluating dialogic teaching in primary mathematics classrooms. Future, larger studies may shed light on the extent of these results and, if need be, a significant investment on initial teacher training may be necessary to underscore the value of dialogic teaching in enhancing meaningful learning of, at least, equivalent fractions.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Fractions
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Time Factors (Learning)
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      – SubjectFull: Mathematics Curriculum
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      – SubjectFull: Mathematical Concepts
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      – SubjectFull: Concept Formation
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Rural Schools
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      – SubjectFull: Discussion (Teaching Technique)
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      – SubjectFull: At Risk Students
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      – SubjectFull: Disadvantaged Schools
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      – SubjectFull: South Africa
        Type: general
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      – TitleFull: Early Career Teacher's Approach to Fraction Equivalence in Grade 4: A Dialogic Teaching Perspective
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