Teachers' perceptions of whole-class mathematical discourse: a qualitative multi-phased case study of middle level public school mathematics teachers

Abstract

This four phase qualitative case study examined middle level mathematics teachers' perspective on the use of whole-class discourse as an instructional strategy to help all students learn mathematics. The primary research question that guided this study was what were middle level teachers' perceptions towards classroom discourse and how did their perceptions compare with their actual classroom practice? Since teachers' perceptions were the focus of this study, a phenomenon that is naturally dynamic and flexible, a grounded theoretical approach was employed because it allowed for a more authentic and natural representation of the teachers' understandings and experience using whole class discourse. This study helped clarify common beliefs and understandings that teachers have towards the use of whole-class discourse as an inclusive instructional method as well as revealed strategies that were most commonly used to facilitate whole-class discourse. This study also identified two types of classroom culture that support the use of whole class discourse as an instructional strategy to help all learners of mathematics.