Following the Traces of Teachers’ Talk-Moves in Their Students’ Verbal and Written Responses

  • Michal TabachEmail author
  • Rina Hershkowitz
  • Shirly Azmon
  • Tommy Dreyfus


We focus on teachers’ ways of leading whole class discussions (WCDs) in mathematics, with the goal of uncovering their traces (if any) in their students’ responses (a) while participating in the WCDs and (b) in the written responses in a final test. For this purpose, two 8th-grade probability classes learning a 10-lesson unit with different teachers were observed. Our data sources include (1) video-recordings of the WCDs and (2) the responses of students to final test items. We analyzed the teachers’ talk-moves, students’ accountable participation, and students’ reasoning in the final test items. Interweaving the findings from all analyses we found differences between the classes in students’ ways of participation in WCDs and in their corresponding final test responses. The teachers’ ways of leading the WCDs contribute to the explanation of these differences.


Classroom study Students’ participation Students’ written responses Teachers’ talk-moves 


Funding Information

This study was partially supported by the Israeli Scientific Foundation (ISF) under Grant Nos. 1057/12 and 438/15.


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Copyright information

© Ministry of Science and Technology, Taiwan 2019

Authors and Affiliations

  1. 1.School of EducationsTel Aviv UniversityTel-AvivIsrael
  2. 2.The Weizmann Institute of ScienceRehovotIsrael
  3. 3.The Hebrew UniversityJerusalemIsrael
  4. 4.Tel Aviv UniversityTel AvivIsrael

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