A Case Study Of Teachers' Support Strategies In Junior High School Students' Mathematics Learnin

In mathematics class,teachers’ words and deeds will have an impact on students to a certain extent,with the purpose of increasing interaction with students and promoting students’ thinking on mathematics.A large number of studies have shown that teacher support significantly improves students’ mathematics academic performance.However,teacher support has not been given enough attention in actual teaching,and many teachers do not know enough about teacher support.The current research is mainly focused on the theoretical research,but for the actual teaching of how to support students in the research is still relatively small.Therefore,it is of great significance to study how teachers use teacher support strategies in mathematics class to improve the level of teacher support.This study hopes to study the changes of teachers’ support strategies in different class types.Based on eight videos recorded by two junior high school math teachers in class,this paper studies the teacher support strategies of teachers in math class.Based on the research of Staples and Conner,this paper constructs an analytical framework of teacher support strategies,and divides teacher support strategies into cognitive support strategies,autonomous support strategies and emotional support strategies.Moreover,based on the teacher support framework,the video of classroom teaching is coded and analyzed,and the changes of teacher support strategies in different classes are investigated.This study found that:(1)Teachers mainly adopt cognitive support strategies;(2)There are fewer types of autonomous support strategies and emotional support strategies;(3)Concept courses have more diverse types of sub strategies than problem-solving courses;(4)The setting of students’ exhibition activities will affect the use of teachers’ support strategies.Based on the above findings,this study draws the following inspiration:(1)Increase the use of emotional support strategies appropriately;(2)Enrich the diversity of cognitive support strategies and autonomous support strategies;(3)Pay attention to the impact of different lesson types on teacher support strategies;(4)Pay attention to the impact of different teaching activities on teacher support strategies.