Author Information
Wei-Hung Huang, National Taiwan Normal University, TaiwanChun-Yen Chang, National Taiwan Normal University, Taiwan
Wan-Ching Tseng, Taipei Municipal Nan-hu Elementary School, Taiwan
Abstract
In recent years, Taiwanese students have excelled in international mathematics assessments, yet reports reveal a gap between academic achievement and learning interest. Addressing this discrepancy has become a key goal for elementary mathematics education in Taiwan. This study analyzes teacher–student interaction patterns during the implementation of Mathematics Grounding Activities (MGA) focused on decimal concepts. Using the IRE (Initiation–Response–Evaluation) and IRF (Initiation–Response–Feedback) frameworks, five mathematics lessons were examined. Findings show that IRF interactions were more prevalent than IRE. While IRE structures often involved rapid checks of computational accuracy, IRF interactions were more frequent in game-based activities, fostering strategic reasoning, conceptual understanding, and error reflection. The study highlights that IRF-supported dialogues enhance students’ logical thinking and engagement, underscoring the value of game-based, hands-on activities in promoting meaningful mathematical learning and active classroom participation.
Paper Information
Conference: ACEID2025Stream: Primary & Secondary Education
This paper is part of the ACEID2025 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Huang W., Chang C., & Tseng W. (2025) Classroom Interaction Analysis in Mathematics Grounding Activities: A Case Study of Decimal Concepts ISSN: 2189-101X – The Asian Conference on Education & International Development 2025 Official Conference Proceedings (pp. 823-837) https://doi.org/10.22492/issn.2189-101X.2025.65
To link to this article: https://doi.org/10.22492/issn.2189-101X.2025.65
Comments
Powered by WP LinkPress