A Comparative Study On Primary School Novice And Expert Teachers In The Classroom Discourse On Mathematics

Classroom discourse of mathematics teachers is a key issue in the study of primary school mathematics teaching-teachers in different stages of their professional development deliver in different ways. This paper selects four teachers-two expert teachers and two novice teachers who are typical in their professional development stages-and contrasts their classroom discourse, which provides references for primary school mathematics teachers and proposes strategies to enhance their classroom discourse.This paper includes eight parts. Part1is introduction, which covers the research background, significance and contents. Part2is literature review, which includes definition of terms, domestic and foreign research, and current issues. Part3introduces the design of this research, including methods, research structure and process, subjects, tools and data collection and analysis. Parts4,5and6examine differences between novice and expert teachers in three different areas, as well as the causes for this discrepancy. In specific, Part4examines the differences on the student-teacher conversation, focusing on the amount of discourse and discourse time. Part5covers on the differences on classroom interaction, which includes the study of the presentation and content. Part6covers the differences on the classroom discourse structure. It includes the traditional and change mode of classroom discourse. Part7introduces three strategies to promote mathematics teachers’classroom discourse in primary schools. Lastly, Part8is conclusion and expectations. This part summarizes the main points and points out the inadequacy of this research that should be studied further.