A Study Of Classroom Interaction In Secondary School Mathematics Classes In Shanghai

Classroom interaction has been one of the hot topics in teaching theory and practice at home and abroad, and also been paid more attention to in international projects for assessment evaluation and the related researches. Researchers often analyze it by questionnaires, interviews, classroom observation, video analysis and other methods in order to investigate the classroom interaction deeply and find ways to improve students' learning and teaching effectiveness through higher level of classroom interaction. The theses, based on the methodology in TIMSS video study and the analyses of discourse from videotaped lessons, investigates the status quo of classroom interaction in secondary school mathematics classes in Shanghai and then compare the findings with that from related researches on others countries. Finally, the thesis summarizes the existing problems and seeks the solutions.This paper is divided into five chapters. The first chapter highlights the need to research this topic following the new trends in international research, widespread curriculum reforms, as well as unique educational conditions in Shanghai. The chapter then presents the purposes and questions of this study. In chapter 2, I will briefly trace the development of international and comparative research on mathematics education, and then review the major contributions from classroom interaction and video study, especially TIMSS and TIMSS-R video study. Chapter 3 will provide a full description of the methods used to conduct the study, including the sampling, data transcription, sorting, coding and multi-dimensional classroom interaction analysis framework, based on the methodology of TIMSS video study. Chapter 4 will present the findings from the research on interaction in secondary school mathematics classes in Shanghai from the seven dimensions of coding system: when interaction happens, interactive activities, contents, subject, media, directions and dialogue forms. Then the chapter compares the findings in Shanghai with that in participating countries and areas of TIMSS and TIMSS-R video study. The final chapter will conclude by synthesizing the main themes and discussing the shortcoming and further research following this study. This research shows that secondary school mathematics classes in Shanghai have experienced changes brought about by educational and curriculum reforms. To promote students'interaction with teachers and peers through a variety of ways has become a common pursuit of teachers. Indeed, classroom interaction has a dramatic shift by increasing activities, participants and media, etc. However, from the results compared with other countries and areas, the degree and effect of interaction in secondary school mathematics classes in Shanghai should be improved. Only when external conditions and the students'rights to speak have been promoted can the interaction be achieved completely.