Regulation of Teacher Elicitations in the Mathematics Classroom

Abstract

Using the perspective of instructional conversation, we investigated how one teacher regulated student participation and conceptual reasoning in the middle-school mathematics classroom. We examined the elicitations—questions and provocative statements—made by the teacher over a four-day algebra lesson. Analyses showed how the teacher systematically regulated the level of cognitive complexity of his elicitations in reaction to students' responses. When students gave inaccurate or incomplete answers, the teacher tended to reduce the level of cognitive complexity needed to respond to a subsequent elicitation, with the apparent impact being that he scaffolded participation and reasoning. When students provided responses that were mathematically accurate, the teacher usually increased the elicitation level, which subsequently engaged students in more sophisticated forms of reasoning.

Notes

^a Percentages are out of the total number of elicitations (n = 551).

^b Cell percentages are of row totals (n = 551).

^a The category Elicitations with no prior response are initial elicitations that do not follow from a prior response.

^b Percentages are of column totals.

^a Percentages are of row totals.