A Study Of Teacher-student Dialogue In High School Mathematical Modeling Classroom Based On IRF Theory

With the education reform and the promulgation of the high school version of the mathematics curriculum standards,the teaching and research of high school mathematics modeling has become the focus of researchers and teachers,and is also a hot issue in the field of mathematics education for a long time.The mathematics classroom is the main place for teachers and students to teach and learn mathematics,and the classroom dialogue reflects the development process of teaching and learning,which is one of the important explicit carriers of mathematical knowledge and mathematical thinking.Therefore,it is of great practical significance to study the characteristics of teacher-student dialogues in mathematical modeling classrooms.Based on IRF theory,this study first analyzed the structure of teacher-student dialogue in high school mathematical modeling classrooms.The class was divided into three parts according to three different mathematical modeling tasks.The characteristics of teacher-student dialogue in different mathematical modeling classrooms was compared in three dimensions: the number and length of teacher-student dialogue rounds,teacher-student dialogue patterns,and teacher-student dialogue patterns in each modeling session.The following results were obtained through the qualitative-based analysis and comparison.(1)In terms of the number of dialogue rounds,Mathematical Modeling Task 1 had the highest number of dialogue rounds.In terms of the length of time,Mathematical Modeling Task 2 and Mathematical Modeling Task 3 were mainly "nested structures".(2)Only in Mathematical Modeling Task 1,teachers used the "less than three conversation steps" structure,while in Mathematical Modeling Task 2 and Mathematical Modeling Task 3,teachers mostly used the "nested structure".(3)Only in Mathematical Modeling Task 2,teachers used the "double nested" structure,which indicated that in Mathematical Modeling Task 2,teachers formed more progressive follow-up questions or rhetorical questions in the dialogue,and gave feedback and evaluation to students’ responses in a more timely manner.(4)In the three mathematical modeling tasks,the classroom sessions were basically the same in terms of setting,and all of them could be divided into four sessions: explanation(review)of knowledge related to modeling,formulation of mathematical problems based on real-life scenarios,model building,and model evaluation and revision.Each of the three mathematical modeling tasks had its own characteristics in the development of teacher-student dialogue in each session.Finally,a prospective study of mathematical modeling in classroom dialogue is presented.