Exploring In-The-Moment Teaching Moves that Support Sociomathematical and General Social Norms in Dialogic Instruction

Profiles of Mathematics Teachers’ Job Satisfaction and Stress and Their Association with Dialogic Instruction

“…Mathematics educators have emphasized the importance of dialogic instruction [2][3][4]. The National Council of Teachers of Mathematics (NCTM) [2] in the US highlighted that mathematics instruction "should be centered on engaging students in solving and discussing tasks that promote reasoning and problem solving" (p. 10).…”

“…Unlike direct instruction, where teachers dominate classroom discourse, limit student engagement, and directly explain mathematical concepts, the dialogic instruction encourages student engagement, discussion, participation, and investigation [3,4,46]. Mathematics teachers facilitate student collaboration and share their authority with students.…”

“…Mathematics teachers facilitate student collaboration and share their authority with students. Moreover, they provide cognitively challenging tasks to stimulate students' mathematical thinking and discussions [3,4,47]. Because students' ideas are respected, justified, and examined by their peers, students who learn mathematics with dialogic instruction tend to develop mathematics motivation and positive attitudes toward mathematics [45,48].…”

“…High-quality mathematics instruction is a primary element for quality education and the sustainable development of society [1,2]. The current reform movement in mathematics education has emphasized the importance of dialogic instruction [2][3][4][5]. In dialogic instruction, teachers are expected to work as facilitators of student conversation and wait for students to find answers to problems using conjecture, argument, and justification [3].…”

“…Because job satisfaction and stress are linked to teachers' commitment, engagement, emotional exhaustion, student support, self-efficacy, and burnout, teacher job satisfaction and stress influence their instructional practice [11][12][13][14][15]. Considering dialogic instruction requires teachers' intensive effort and commitment [4], we could assume that mathematics teachers with high job satisfaction and low level of stress are more likely to implement dialogic instruction. However, most researchers have separately examined the influence of job satisfaction and stress on teacher instruction (e.g., [10,12,16,17]), based on a variable-centered approach [18,19].…”