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Investigating the logics secondary mathematics teachers employ when creating verbal messages for students: an instance for bridging communication theory into mathematics education

Forrest, Denise B
http://rave.ohiolink.edu/etdc/view?acc_num=osu1127218988

Abstract Details

2005, Doctor of Philosophy, Ohio State University, Teaching and Learning.
Teacher communication is a central topic in mathematics education. In this investigation expert researchers and national Standards document were used to describe mathematics teachers’ verbal communication. In summary, it is a medium for students and teachers to create, organize, and negotiate mathematical thoughts. It has students’ thoughts and strategies as the context of the message, and when needed, the teacher redirects or redefines context so students’ thoughts and strategies are the focus. The goal for the messages is to provide students a chance to engage mathematical thoughts, promoting students’ understanding. This description was analyzed using communication theory, namely message design logic theory. This theory informs us that depending upon the design logic employed by an individual, a different verbal message is provided, and heard. Three known message design logics have been identified: expressive, conventional, and rhetorical. They are developmentally ordered from expressive to rhetorical, and the verbal communication being described by experts and Standard documents resembles the rhetorical message design logic, the most advanced construct. This study investigated 1) what design logics secondary mathematics teachers used; 2) if any factors could be identified influencing teachers’ message design logic, for example experience, education, student population, and sex; and 3) how message design logics relate to currently promoted communication. Fifteen secondary mathematics teachers participated. They varied in experience, education, student population, and sex. They took part in an interview and verified a member check document. In the interview, participants responded to two hypothetical, yet realistic, classroom situations. After giving a message, it was played back and the reasoning behind the parts of the message were provided. Finally, they were asked open-ended questions. These data, once verified by the participant, were analyzed using the message design logic theory framework. It was found that the mathematics teachers employed all of the message design logics: 20% expressive, 53% conventional, and 26% rhetorical. Each of the logics has very distinct characteristics, and depending upon which one the teacher employed, a very different verbal message was created. None of the factors (experience, education, student population, and sex) listed influenced the message design logics employed by these teachers.
Patricia Brosnan (Advisor)
214 p.
Teacher communication; Communication theory; Message design logic theory

Recommended Citations

Citations

  • Forrest, D. B. (2005). Investigating the logics secondary mathematics teachers employ when creating verbal messages for students: an instance for bridging communication theory into mathematics education [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1127218988

    APA Style (7th edition)

  • Forrest, Denise. Investigating the logics secondary mathematics teachers employ when creating verbal messages for students: an instance for bridging communication theory into mathematics education. 2005. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1127218988.

    MLA Style (8th edition)

  • Forrest, Denise. "Investigating the logics secondary mathematics teachers employ when creating verbal messages for students: an instance for bridging communication theory into mathematics education." Doctoral dissertation, Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1127218988

    Chicago Manual of Style (17th edition)

osu1127218988
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© 2005, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.