Designing and Validating a Coding Scheme for Analysis of Teacher Discourse Behaviours in Mathematics Classrooms

This paper documents the process and outcome of the development and validation of a coding scheme to analyse mathematics classroom discourse in the context of Hong Kong primary schools. The objective of this coding scheme was to systematically analyse teacher discourse behaviours before and after an...

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Bibliographic Details
Published in:Journal of education for teaching : JET 2021-05, Vol.47 (3), p.337-352
Main Authors: Ng, Oi-Lam, Ni, Yujing, Shi, Lian, Chen, Gaowei, Cui, Zhihao
Format: Article
Language:English
Subjects:
Classroom Communication
classroom discourse
Classrooms
Coding
coding scheme
Discourse Analysis
Elementary education
Elementary School Students
Elementary School Teachers
Elementary Schools
Faculty Development
Foreign Countries
Intervention
Learner Engagement
Mathematics
mathematics education
Mathematics Instruction
Program Effectiveness
Reliability
Schools
Student Participation
Teacher discourse behaviours
Teacher Student Relationship
Teachers
Teaching Methods
Validity
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Summary:This paper documents the process and outcome of the development and validation of a coding scheme to analyse mathematics classroom discourse in the context of Hong Kong primary schools. The objective of this coding scheme was to systematically analyse teacher discourse behaviours before and after an intervention programme; the programme aimed to assist in-service teachers to develop conceptual and practical tools for engaging students in dialogical discourse in mathematics classrooms. This paper provides a detailed outline of what took place in designing and refining the coding scheme as well as improving its validity and reliability. The developed coding scheme can be effective for highlighting dialogic discourse, authority structures and student participation in mathematics classrooms and beyond. Consequently, it was possible to assess the efficacy of the teacher intervention programme. On the other hand, the developed coding scheme could be used to help teachers to gain a sense of efficacy over their instruction by giving them a roadmap for what they can do before and during instruction.
ISSN:0260-7476
1360-0540
DOI:10.1080/02607476.2021.1896340