ANALYSIS OF CLASSROOM INTERACTION FROM THE COMBINED VIEW OF SELF-REGULATING STRATEGIES AND DISCOURSE ANALYSIS (1 - 9)

Abstract

The purpose of this study is to investigate the relationship between self-regulated learning and mathematical discourse. The study involved a group of Year 9 students (aged between 14 and 15) engaged in mathematical tasks in the East of England. Analysis on the students‟ interactions was carried out using two types of analytical tools: Pintrich‟s (1999) model of self-regulated learning strategies, with particular attention to the rehearsal strategies, and Sfard and Kieran‟s (2001) discourse analysis framework. The findings show the emergence of key mathematical concepts during the engagement, and that the SRL strategies have a positive impact in producing effective and productive discourse among the group members.