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Course Level Date Clip# Line Interlocutor Content
Talkbank - - 3 11 UNK @Comment:This eighth grade mathematics lesson focuses on investigating exterior angles in polygons. It is the third lesson in a six-lesson unit of work related to "Working Mathematically with Space - Making and Testing Conjectures". The lesson is 45 minutes in duration. The lesson was taped in a computer laboratory. There are 32 students enrolled in the class.This is one of four lessons that were chosen to represent the Australia data set. No individual lesson can capture all typical features of teaching in a country. However, the four public release lessons as a collection illustrate many typical features. The teachers filmed in this set of lessons volunteered to have their lessons included in the TIMSS 1999 Video Study Public Release collection. Their significant contribution to the field of education should be acknowledged with appropriate respect.This collection of lessons was videotaped for the specific purpose of education research. Therefore, the videotaping technique used was designed to minimize classroom disruption, and editing of the lessons was minimal. This lesson data, including the video footage, should be used for teacher professional development and education research purposes only.
Talkbank - - 3 12 T okay, it's another word beginning with those things.
Talkbank - - 3 13 T okay, so we have a conjecture, but we haven't really got the evidence yet.
Talkbank - - 3 14 T so now we're going to have a look for some evidence.
Talkbank - - 3 15 UNK %xNRC:While the level of cooperation and engagement of students was high in this lesson, the level of whole class discussion was relatively low. For example, students were not asked to justify their conjectures at this stage. Also, the teacher does not refer to students by name during this lesson. This is most atypical of Australian classrooms and may have been deliberate because of the videotaping.
Talkbank - - 3 16 T okay.
Talkbank - - 3 17 T oh, make sure your name is written on the page.
Talkbank - - 3 18 T I see most people have already.
Talkbank - - 3 19 UNK %xRES:Here the teacher states that students will work together in groups of two or three to complete the assigned problem. In the Australian data set, on average, students spent 27% of the private interaction time per lesson working in pairs or groups and 73% working individually (Video Report, figure 3.10).
Talkbank - - 3 20 T just in case it goes astray.
Talkbank - - 3 21 T now you'll be working at the computers in groups of two or maybe three.
Talkbank - - 3 22 UNK %xTEA:Working at the computers in groups of two fits the number of computers in the room is practical - less to supervise and monitor allows for student discussion, interaction, peer tutoring; Having a third person in a group is sometimes necessary but not ideal as they may not participate fully; Here the groups are chosen by the students.
Talkbank - - 3 23 UNK %xNRC:This is a well-equipped regular classroom. Although there is a trend to have a small number of computers in each mathematics classroom, in most Australian schools only a few specially-equipped "computer laboratories" would have sufficient computers to conduct this lesson.
Talkbank - - 3 24 T um, the computer that wasn't working yesterday has decided it's much happier about working today, so they all are working.
Talkbank - - 3 25 T uh, so if you'd like to
Talkbank - - 3 26 T do that.
Talkbank - - 3 27 UNK %xTEA:The students move to the computers and engage efficiently with the task. I move around, give encouragement, and help with specific problems they may be having. I tried to anticipate and avoid too many problems in the review and introductory part of the lesson.
Talkbank - - 3 28 SN xxx the chair xxx.
Talkbank - - 3 29 SN no.
Talkbank - - 3 30 SN give me the chair.