Communication patterns in mathematics classes in traditional and investigative learning environments

Abstract

This article aims to identify and categorize communication patterns in mathematics classes in traditional and investigative learning environments. It refers to a qualitative study, in which data were produced through observations in mathematics classes. The research participants were a mathematics teacher and students from a 6th year class at a public school. As results, we identified that in the traditional environment, the sandwich pattern predominated (when the teacher asks, the student responds and the teacher evaluates) and the choral pattern (the teacher asks the question knowing in advance the answer he will hear and the students contribute with this monologue based on small participations). On the other hand, in the investigative environment we identify the extraction pattern (whose purpose is to validate the student's knowledge through questioning), the discussion pattern (also seeks to validate knowledge, but collectively with all students in the class) and the addiction pattern (occurs when the teacher, accustomed to the practices of the traditional environment, temporarily interrupts the students' investigative process, inducing or providing answers). The sandwich, extraction and discussion patterns are research results, however we identified and categorized new communication patterns, such as the choral and addiction patterns, which contributed to expanding the literature on communicative dynamics in learning environments. Finally, we concluded that teacher and student communication varied depending on the learning environment, exerting a significant influence on the mathematics teaching and learning process.