Volume 13, Issue 2A and 2B, 2025
Quality of Teacher-Talk in Team-Pair-Solo and Reciprocal Strategies in Mathematics Classrooms
Olawale S. Sojinu, Rasheed Sanni, Ibraheem A. Alabi, Kennedy O. Akudo, Yinka Orulebaja & Olude Bisade
Abstract
A teacher may have good knowledge of Mathematics but may not be impactful
to students. Many authors have associated this with different factors around
pedagogy. However, one area of pedagogy that has not been given the
deserved attention is the quality of teacher-talk in the classroom. This study as
part of larger one, adopted qualitative (case study) research design to explore
three teaching strategies on circle geometry and quality of teacher-talk via the
use of transcribed videotaped lessons. The study sample comprised 187 Senior
Secondary School II students (G-11) and three mathematics teachers from
three purposively sampled schools in Lagos State. Descriptive statistics;
frequency counts and percentage, trend and content analysis were used in
analysing the data. Data on teacher-talk was collected through video
recordings of observed classrooms. Data obtained from these videos were
coded and transcribed before being interpreted using Brodie (2004) analytical
framework The findings of the study showed differences in the quality of
teacher-talk in the treatment and conventional classrooms that are capable to
bring out students’ active participation and smooth classroom interaction. It is
concluded that the students’ active participation and interaction in
mathematics classrooms are prominently dependent on the quality of teacher
talk. It is recommended that the Mathematics educators should acknowledge
the importance of teacher-talk which should be taken into cognisance in
Mathematics classrooms.
Keywords
Quality, contributions, solo teaching (TPSTS), students’ team-pair strategy teacher-talk, reciprocal teaching strategy (RTS), performance, Mathematics educators.
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