Verbal interaction in mathematics lessons in Anglophone Cameroon
The verbal interaction between
students during mathematics lessons
Cameroon is the primary focus of
Strategies for facilitating language
Service Training activities to meet
needs of such teachers form a secondary
Specifically three research questions are asked.
Firstly, how do teachers and students interact in
English whilst teaching and learning mathematics?
Secondly can a model of these patterns be created and
thirdly can such a model be used with teachers to
enable them to increase the amount and range of
student language in mathematics lessons.
Following a review of relevant research-, -the need
for a study which will provide answers to these
questions is clear. The methodology of such research
is also reviewed, 'and thus the present study is rooted
in existing practice both in terms of its content and
its research design.
The data, audio recorded lessons, are
transcribed and the patterns of verbal interaction
observed classified via a grounded theory. These
patterns are described collectively and then
individually so that changes made during the phase of
intensive INSET can be observed.
The study shows that the participating teachers
were able to use their new awareness of their own
patterns of verbal interaction to experiment with
innovative ways of interacting with their learners
some of which led to an increase in the amount and
range of student language use.
The implications of this study for. INSET
programmes are many. Enabling teachers to be more
aware of their own language use is advantageous and
provides the basis for long term changes in classroom
procedures. The study also offers a research process
which can be used to illuminate verbal interaction in
other contexts such as discussions between doctors
and their patients or during formalised conflict