Abstract
The purpose of this study is to analyze the teacher's discourse structure in the process of solving mathematics problems based on the communication between teachers and students. To achieve this goal, we observed a semester class by a teacher with experience who practiced a teaching method that creates mathematical meanings based on students' participation in class. In order to solve problems based on the participation of students in each class, the similarities between the processes of creating the structure of the discourse were analyzed. As a result of the analysis, the teacher was able to focus on the goal in the process of starting a discourse, and in the process of developing the discourse, the problem was solved by focusing on understanding the problem. In the process of arranging the discourse, the problem-solving process and the core of the result is summarized. Based on the possibility of generalization of the teacher discourse structure, it will be able to provide practical help in the process of implementing a teaching method that solves mathematics problems by communicating with students in the future.
Figures & Tables
Figure 1. Problems selected for discourse analysis (Kang et al., 2014).