The purpose of this study is to contribute to existing research on classroom discourse by investigating whether a content-related comic that is closely linked to the learning task can stimulate mathematical discourse in a real high school classroom. To build a math-talk learning community and to analyze the effectiveness of content-related comics in eliciting student participation, I employed the combined theoretical frameworks consisting of a Hufferd-Ackles’ et al. (2004) math-talk learning community and Nathan and Knuth’s (2003) social and analytical scaffolding. The combined frameworks provided a multilevel analytical tool for studying classroom interactions. The results suggested that the content-related comic helped students to become more comfortable and independent in expressing their thinking during class discussion. Recommendation for practicing mathematics educators include: classroom teachers should be encouraged to partner with college level researchers to study mathematical discourse in the classroom, and pre-service and in-service teachers should learn and practice the skills and methods for successfully employing a whole-classroom discussion. Further research is needed to investigate the impact of content-related comic activity in a long term interaction with a more diverse population.
","abstract_html":"<p>The purpose of this study is to contribute to existing research on classroom discourse by investigating whether a content-related comic that is closely linked to the learning task can stimulate mathematical discourse in a real high school classroom. To build a math-talk learning community and to analyze the effectiveness of content-related comics in eliciting student participation, I employed the combined theoretical frameworks consisting of a Hufferd-Ackles’ et al. (2004) math-talk learning community and Nathan and Knuth’s (2003) social and analytical scaffolding. The combined frameworks provided a multilevel analytical tool for studying classroom interactions. The results suggested that the content-related comic helped students to become more comfortable and independent in expressing their thinking during class discussion. Recommendation for practicing mathematics educators include: classroom teachers should be encouraged to partner with college level researchers to study mathematical discourse in the classroom, and pre-service and in-service teachers should learn and practice the skills and methods for successfully employing a whole-classroom discussion. Further research is needed to investigate the impact of content-related comic activity in a long term interaction with a more diverse population. </p>","abstract_has_math":false,"creators":["Halimun, Jeni M."],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Thesis","degree_discipline":"Teacher Leadership for Learning","degree_department":null,"school":null,"contributors":["Dr. Mary Garner","Dr. Amy Hillen","Dr. Deborah Wallace"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-10-01T07:00:00Z","date_published":"2011-10-01T07:00:00Z","updated_at":"2026-07-24T02:42:45Z","subjects":["analytical scaffolding","classroom discourse","content-related comics","math-talk learning community","participation","social norms","Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/etd/471","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Mary Garner","Dr. Amy Hillen","Dr. Deborah Wallace"]},{"key":"dc:creator","label":"Author","values":["Halimun, Jeni M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2011-11-28T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Leadership for Learning"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["analytical scaffolding","classroom discourse","content-related comics","math-talk learning community","participation","social norms","Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/etd/471"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to contribute to existing research on classroom discourse by investigating whether a content-related comic that is closely linked to the learning task can stimulate mathematical discourse in a real high school classroom. To build a math-talk learning community and to analyze the effectiveness of content-related comics in eliciting student participation, I employed the combined theoretical frameworks consisting of a Hufferd-Ackles’ et al. (2004) math-talk learning community and Nathan and Knuth’s (2003) social and analytical scaffolding. The combined frameworks provided a multilevel analytical tool for studying classroom interactions. The results suggested that the content-related comic helped students to become more comfortable and independent in expressing their thinking during class discussion. Recommendation for practicing mathematics educators include: classroom teachers should be encouraged to partner with college level researchers to study mathematical discourse in the classroom, and pre-service and in-service teachers should learn and practice the skills and methods for successfully employing a whole-classroom discussion. Further research is needed to investigate the impact of content-related comic activity in a long term interaction with a more diverse population.
"]},{"key":"dc:title","label":"Title","values":["A Qualitative Study of the Use of Content-Related Comics to Promote Student Participation in Mathematical Discourse in a Math I Support Class"]}]}],"canonical_facts":{"dc:contributor":["Dr. Mary Garner","Dr. Amy Hillen","Dr. Deborah Wallace"],"dc:creator":["Halimun, Jeni M."],"dc:date.available":["2011-11-28T08:00:00Z"],"dc:description.abstract":["The purpose of this study is to contribute to existing research on classroom discourse by investigating whether a content-related comic that is closely linked to the learning task can stimulate mathematical discourse in a real high school classroom. To build a math-talk learning community and to analyze the effectiveness of content-related comics in eliciting student participation, I employed the combined theoretical frameworks consisting of a Hufferd-Ackles’ et al. (2004) math-talk learning community and Nathan and Knuth’s (2003) social and analytical scaffolding. The combined frameworks provided a multilevel analytical tool for studying classroom interactions. The results suggested that the content-related comic helped students to become more comfortable and independent in expressing their thinking during class discussion. Recommendation for practicing mathematics educators include: classroom teachers should be encouraged to partner with college level researchers to study mathematical discourse in the classroom, and pre-service and in-service teachers should learn and practice the skills and methods for successfully employing a whole-classroom discussion. Further research is needed to investigate the impact of content-related comic activity in a long term interaction with a more diverse population.
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