Abstract

The core goal of mathematics teaching is to improve students' understanding of knowledge, cultivate students' high-level mathematical thinking ability and develop students' higher order thinking. From the perspective of learning science, this paper uses discourse analysis method to describe the conditions of higher order thinking in mathematics classroom interaction, and explore the thinking development path of students' learning process. The results show that the teaching behavior of teachers is significantly related to the development of students' higher-level thinking ability; three typical behavior patterns in the classroom jointly promote the process of cognitive understanding, knowledge construction and thinking development in students' mathematics learning; the ability development of students in all dimensions of higher-level thinking is unbalanced, which is related to pupils' mathematics learning habits and cognition. Teachers should choose the teaching method that accords with the law of pupils' thinking development, so as to cultivate students' higher order thinking ability.

Citation

Yue, L., Zhao, X. & Xiao, J. (2020). Discourse Analysis of Higher Order Thinking of Primary School Students in Mathematics Classroom. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1394-1403). Online: Association for the Advancement of Computing in Education (AACE). Retrieved August 7, 2024 from https://www.learntechlib.org/primary/p/215903/.

© 2020 Association for the Advancement of Computing in Education (AACE)