Proceedings of the International Conference on Science and Technology (ICST 2018)

Facilitating Classroom Discussion In Mathematics Instruction To Promote Students’ Understanding

Authors
Rini Setianingsih, Cholis Sa’dijah, Abdur Rahman As’ari, Makbul Muksar
Corresponding Author
Rini Setianingsih
Available Online December 2018.
DOI
https://doi.org/10.2991/icst-18.2018.165How to use a DOI?
Keywords
classroom discussion, mathematics instruction, students’ understanding
Abstract
This paper presents findings of a qualitative study on efforts to engage elementary school students in small-group and whole-class discussions as part of the process of learning mathematics. Characteristics of the process of facilitating small-group and whole-class discussion are examined, as well as the obstacles and supports. The subjects of this study are 21 fifth-grade students who learn mathematics in small groups and whole-class discussion. The data were collected through classroom observations which were videotaped, while field notes were also taken. The data analysis revealed that students engaged in productive interaction and inquiry while they were learning mathematics in small groups or in whole class setting. This is consistent with the principles of mathematics learning, which gives students wide opportunities to construct mathematical knowledge through individual learning, learning in small groups as well as learning in whole class settings. It also means that by participating in interactive learning, the students are habitually engaged in productive interactions and high level of mathematical thinking. Besides, analysis of the setting suggests that features of the process of facilitating classroom discussion include (a) developing opinions and motivation for discussion, (b) structuring the physical space of the classroom, (c) bringing students’ ideas to the forefront of discussion, (d) creating reasons for listening, (e) encouraging students to question and respond to each other, and (f) creating a need for consensus or meaning negotiation. Analysis results also suggest that teachers who implement classroom discussion as a model for learning mathematics struggle with the available time and the curricular constraints and target, as well as student expectations.
Open Access
This is an open access article distributed under the CC BY-NC license.

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Proceedings
International Conference on Science and Technology (ICST 2018)
Part of series
Atlantis Highlights in Engineering
Publication Date
December 2018
ISBN
978-94-6252-650-1
ISSN
2589-4943
DOI
https://doi.org/10.2991/icst-18.2018.165How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Rini Setianingsih
AU  - Cholis Sa’dijah
AU  - Abdur Rahman As’ari
AU  - Makbul Muksar
PY  - 2018/12
DA  - 2018/12
TI  - Facilitating Classroom Discussion In Mathematics Instruction To Promote Students’ Understanding
BT  - International Conference on Science and Technology (ICST 2018)
PB  - Atlantis Press
SP  - 810
EP  - 818
SN  - 2589-4943
UR  - https://doi.org/10.2991/icst-18.2018.165
DO  - https://doi.org/10.2991/icst-18.2018.165
ID  - Setianingsih2018/12
ER  -