A Case Study Of The Interaction Between Teachers And Students In Primary School Mathematics

International and domestic outstanding educators in ancient and modern times proposes interaction between teachers and students in educational activities, such as Confucius, Socrates, Dewey, and Bruner etc. Teachers, during the interaction, are supposed to inspire and introduce students to find conclusions, gain knowledge, and enhance their ability. Various education schools in different times present diverse views over the dominant position of teachers and students. Although opinions diverge,they all stress on different significance of interaction between teachers and students to some extents and achieve a consensus. According to Standard for Mathematical Course of Full-Time Compulsory Education which was issued in 2011, teaching refers to a process in which both teachers and students in involved in mutual communication,inspiration, supplement, and development. On this basis, it can be found mathematical education in elementary schools is actually an interaction process between teachers and students.According to IRF mode, TIMSS-R theory, Standard for Mathematical Course of Full-Time Compulsory Education, and New Taxonomy of Educational Objectives of Broome, this research constructed an analysis framework for interaction levels between teachers and students in the mathematical course of elementary school through literature research methodology, class observation methodology, and individual case analysis, questionnaire survey, and interviews. The framework consists of three elements which include asking, listening, and responding. The responding was classified into 7 levels and the responding was classified into 6 levels.Based on actual performance in the three elements, we can rate the interaction between teachers and students in the mathematical course of elementary school into lower, medium and higher levels. This research mainly targeted on three mathematical teachers who present different professional proficients in teaching practice of Grade 4in the Elementary School Y of Shanghai. Through observation and video of a mathematical class teaching about distributive law of multiplication, the research conducted analysis by using the framework. At the same time, the research interviewed the three teachers before class and after all as well as sent them questionnaires after class. In addition, Students in three different classes weresurveyed through after-class questionnaires. Then, this research organized and analyzed collected data and materials, so as to comprehensively evaluate interaction between the three teachers and their students in mathematical coursesThe outcome of this research indicated interaction between junior the teacher and his students in mathematical classes were in a lower level. They interacted with students mainly through fact-based questions, simple evaluation-oriented listening,and general inquiries. However, interaction in mathematical classes of the experienced teacher was in medium level. They mainly adopted routine questions, simple explanation and evaluation, and exploratory inquiries. Interaction in mathematical classes of the senior teacher was in higher level. They promoted their interaction with students through metacognitive questions, empathic listening, and open inquiries. All the three teachers focus on diversity of questions, listening, and responding, but vary in frequency and characteristics of such skills. With regard to asking, all the three teachers used fact-based questions, concept questions, routine questions, and inspiring questions, but frequency of asking varied from each other on basis of actual situations.The senior teacher used much more metacognitive questions than the experienced and junior teachers. As to listening, they tended to use selective listening, simple evaluation-oriented listening, as well as simple explanative listening, but these methods were used in different frequency due to their personal ability. In addition,empathic listening of the senior teachers showed his focus on students and in-depth understanding of students. For responding, the three teachers used trial inquiries and exploratory inquiries. However, open inquiries of the senior teacher strengthened the dominant position of students.Through above researches, the thesis found problems in interaction between the three teachers and their students. For asking, their questions showed less objectives,just cover part of class highlights. Their questions stressed on knowledge itself instead of thinking process of students. As to listening, the teachers focused on their expected answers, inhibiting diversified thoughts of students. They were less attentive during listening and weakened their effectiveness as models. With regard to responding.They lacked professional and rigorous attitudes during the responding, paying too much attention to test of students’ understanding and performing poorly in introspect about their teaching practice.Based on above research outcomes, the thesis came up with well-targeted teaching strategies which include the following aspects.(1) For asking, mathematicalteachers in elementary schools need to improve their sensitivity towards teaching highlights and enhance their in-depth understanding of teaching objectives, so as to set questions on basis of students’ mathematical thinking patterns and arrange the proportion of different questions.(2) As to listening, elementary schools should offer relevant training to mathematical teachers and cultivate their ability in evaluating answers of students. Mathematical teachers should put students at the dominant position and thus respect differences among students.(3) With regard to responding,elementary schools need to enrich knowledge of mathematical teachers by improving their basic quality. Teaching introspect of mathematical teachers in elementary schools should be taken as the impetus for professional development.