Comparison Of Mathematical Language Between Novice And Proficient Teachers In The Group Mathematics Activities Of Kindergarten

Mathematics is a special language as well as a discipline,which influences and changes our lives every day.”Mathematical Communication"' mainly relying on mathematical language,has been increasingly emphasized in current practice of mathematics education.Existing studies have shown that the development of children's mathematical ability is closely related to the input of mathematical language from the teachers.Therefore,the current study started from the analysis of mathematical language of the teacher in the kindergarten,and compared the differences between the proficient and novice teachers' mathematical language in classroom teaching.The study purposed to contribute to the enhancement of the discipline literacy as well as the teaching skills of the novice teachers.The method of study was video-taped classroom observation.The researcher selected 6 topics,and observed the classroom teaching of the proficient teachers and novice teachers respectively.Data were analyzed and compared from two dimensions of the mathematical language:quantity and types.Then the researcher conducted a qualitative analysis to compare their behaviors and to summarize the strategy of applying each types of mathematical language in proficient teachers.Suggestions were also provided to teachers concerning the using of mathematical language in whole group mathematics teaching.The main results were as follows:1.There existed no significant difference in the quantity of mathematical language between novice and proficient teachers.2.Novice teachers showed more inquiry type mathematical language,while the proficient teachers more detailed inquiry type.There was no significant difference in other types of mathematical language between them.3.Proficient teachers took the following strategies in the using of mathematical language:(1)Using brief instructive mathematical language to clarify the operation rules;(2)Using the inquiry type mathematical language precisely to promote children's thinking and expression;(3)Using inspiring language repeatedly to respond to individual difference;(4)Using step-by-step detailed inquiry to support the children to reconstruct their mathematical concepts;(5)Using repeated language purposely to highlight the key learning experience,(6)Summarizing with children as a supporting role;(7)Using various types of mathematical language synthetically to correct the misconceptions.