Abstract
This article reports on research using a convenient questionnaire designed to allow mathematics teachers to assess teacher-student interpersonal behaviour in their classrooms. The various forms of the Questionnaire on Teacher Interaction (QTI) are discussed, and its use in past research is summarised. The article provides validation data for the first use of the QTI with a large sample of mathematics classrooms and examines the relation of teacher-student interpersonal behaviour to student attitude. It also describes how mathematics teachers can and have used the questionnaire to assess perceptions of their own teacher-student interpersonal behaviour, and how they have used such assessments as a basis for reflecting on their own teaching. The QTI may thus provide a basis for systematic attempts to improve one’s own teaching practice.
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Fisher, D., Rickards, T. Associations between teacher-student interpersonal behaviour and student attitude to mathematics. Math Ed Res J 10, 3–15 (1998). https://doi.org/10.1007/BF03217119
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DOI: https://doi.org/10.1007/BF03217119