| Mathematics Curriculum Standard for Compulsory Education(2022)points out that the expression and exchange of mathematics ideas in mathematics classroom can better promote students’ understanding of mathematics knowledge and enhance their core literacy in mathematics.However,traditional mathematics classes tend to pay more attention to teachers’ language and behavior,while ignoring the opportunities and quality of students’ classroom talk.This study focuses on the students’ talks in the math classroom,and analyzes the coding of 28 classroom videos of four excellent math teachers in junior high schools in China and Australia.This study analyzes the students’ talks in the unit class of four excellent teachers from three angles:general talk,public talk and private talk.Public talk refers to all the students talks in class,while private talk refers to all the talks in class except public talk.On this basis,this paper compares the similarities and differences of students’ talks in Chinese and Australian junior high school mathematics teachers’ classrooms from the perspectives of speaking opportunities and speaking quality.The opportunity to talk mainly depends on the speaking time and the frequency of talking sentences,and the quality of talking mainly depends on six levels:Procedures,Explanation,Justification,Generalization,Question,Comment.This study found that:The similarities between Chinese students’ and Australian students’opportunities to talk are as follows:both China and Australia provide students with opportunities to talk publicly and privately,and both of them have the following similarities:(1)In the mathematics classroom teaching of the same teacher,the time and sentence frequency of students’ talks have changed greatly;(2)Simple sentences are used more frequently than complex sentences in students’ talks;(3)The longer students’ talk,the more opportunities they have to use complex sentences.The differences of talking opportunities between Chinese students and Australian students are as follows:(1)Chinese students’ talk mainly in public,while Australian students’ talk mainly in private;(2)The form of students’private talk in China is mainly group communication,while that of Australian students is mainly discussion between teachers and one or more students;(3)Whether talking in general or in public,Chinese students’ talk longer than Australian students;And more complex sentence patterns are used than Australian students;(4)Chinese students’ talk more frequently in public than Australian students.The similarities in the quality of Chinese students’ and Australian students talks are as follows:(1)Whether talking in public or in private,the highest proportion of students’ six kinds of talks in each class is procedural talks;(2)The second highest proportion of students’ public talks is explanatory talks;(3)There are few students’ justificative talks and general talks;(4)Compared with students’ public talks,students make more questioning talks in private talks.Whether speaking in public or in private,there are the following differences in the quality of Chinese students and Australian students’ talks:(1)Australian students’ talk more abundantly in a class.In Australia,all six kinds of students’talk in a class,while in China,at most five kinds of students’ talk in a class.(2)Compared with Australian students,Chinese students make more explanatory,justificative and general talks;(3)Australian students made a few commensurate talks,while Chinese students didn’t.Through the study of classroom videos of four excellent mathematics teachers,this study draws the following inspirations:(1)Students’ talk in research classes should focus on multiple classes;(2)Teachers should appropriately increase the cooperation time of students’ groups,so as to provide more opportunities for students to talk;(3)Teachers should provide students with inquiry mathematical problems,so that students have more opportunities to talk with high quality. |
