Week 3. Analyzing Classroom Discourse.

Observe in a classroom, keeping a record that lets you answer the following
questions. Record/write down a list of what is said for 10 minutes during the
CORE/GROUP/ACTIVITY part of the class:
What proportion of time does the teacher talk?

As I saw that, the teacher was talking appropriately. She explains the lesson then, asks
them questions. After that, she gives them the instruction for doing the activity then;
she let them do it. Also, she read the questions on the book then, ask students to answer
it orally then, answer it in the book.

Time the class for 10 min, how many of those minutes is the teacher talking?
5 minutes.
What types of questions does the teacher ask?
Sometimes she asks closing questions like (Is the number 15 bigger than 16 by
one?). Also, she asks open-ended questions such us: (how did you know that the
number 11 is bigger than number 12 by one?).

List all the exact words you hear the teacher uses when asking questions about the
math topic (not review or procedural questions)
12345-

How many objects are in the basket?

How do you know the number 12 is bigger than 11?
What are the relationships between a blue butterfly and orange butterfly?
How much its become after adding 1?
How many objects that I have?

What evidence do you see that children have learned some mathematics?
The evidence about students was learned. They are complete their activities without
teacher helping they just do their works by using manipulatives to get correct
answers.

What are children saying or doing that shows they understand a new topic?
During the lesson, they always raise their hands for answering. Also, when
the MST or I asked them to write the numbers or do something else by using
a small board they become excited to do it and finish it quickly.

How many of the children have an opportunity to talk? About 10 or 12 students.

Are children talking only when the teacher calls on them? No, also sometimes
when she asks them questions they answer without raising their hands.

Do children talk to partners or in table groups? Yes, during working in a

group the teacher every time remind them that: (we have to: discuss, sharing,
collaborate during doing the work).

Do children raise their hands to ask questions? What are they asking?
I didnt see that but sometimes they asks her teacher to know the page of the
book, what they have to do or take permission for go out the class etc..

In your opinion, is the classroom discourse about important and new mathematics?
Why or why not?
I think that teacher tries to make all students understand the lesson and at
the same time she wants to finish the book quickly.