An Analysis of Social Participation Structure of Middle School Mathematics Classroom in Korea

Abstract

The research aims to set the foundation for the understanding of

the mathematics instruction in the institutional setting of a Korean

middle school classroom. To fulfill this purpose, we focused on

understanding the types and characteristics of participation structure

created by class participants' interaction. One second grade middle

school mathematics class was adopted for participant observation and

long-term data was collected and analyzed. We have discovered several

distinct types of social participation structure based on literature review

and the criteria drawn from the comprehensive analysis of the

characteristics of the teacher's and students' interaction and behavior.