Author Description

Classroom interaction is a complex process. There are many dimensions of activity which must be examined and conceptualized before being measured -- too many for one study to manage effectively. The present study concentrated on the verbal activity of teachers and students in mathematics classes. Since successful mathematics instruction depends in large measure on effective verbal communication, results in this important dimension should contribute substantially to the construction of a theory of instruction in mathematics. The general objectives of this research were: 1. To develop reliable empirical methods for describing the form, function, content, and sequence of verbal utterances in mathematics classrooms. 2. Assuming such methods can be developed, to describe the patterns of verbal interaction which can be identified in typical mathematics classes. - Preface.