[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585954-105":59,"doc-detail-585954-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","exploring-the-mediating-role-of-teacher-expectancy-on-participation-in-whole-class-mathematics-discussion","EXPLORING THE MEDIATING ROLE OF TEACHER EXPECTANCY ON PARTICIPATION IN WHOLE CLASS MATHEMATICS DISCUSSION","","This study examines how teacher expectancy (TE) shapes students’ opportunities to participate in whole-class mathematics discussions in 8th grade. Teacher expectancy is treated as a teacher-level factor that mediates teacher–student interaction, influencing which students receive more or less learning opportunity. An 8th grade class interaction recording (n=16) is analyzed using EQUIP. Findings show seven high-expectancy students, though only 35% of the class, account for 76.71% of student talk, indicating participation inequalities centered on teacher expectations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-the-mediating-role-of-teacher-expectancy-on-participation-in-whole-class-mathematics-discussion/585954/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-the-mediating-role-of-teacher-expectancy-on-participation-in-whole-class-mathematics-discussion/585954.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of the study on teacher expectancy?","Question",{"text":112,"@type":113},"The study focuses on whether teacher expectancy mediates how opportunities to participate are distributed in whole class mathematics discussion.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the classroom data collected and analyzed?",{"text":117,"@type":113},"An 8th grade classroom interaction recording (n=16) is collected and investigated using EQUIP to analyze participation patterns.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results indicate about student talk and expectancy?",{"text":121,"@type":113},"High expected students, while only 35% of the class, contribute 76.71% of the entire student talk, suggesting that interaction is concentrated between teachers and high-expectancy students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585954,1792612167,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","EXPLORING THE MEDIATING ROLE OF TEACHER EXPECTANCY ON PARTICIPATION IN WHOLE CLASS MATHEMATICS DISCUSSION  \nMehmet Kirmizi  \nTexas State University  \n[m_k307@txstate.edu](m_k307@txstate.edu)  \nTeacher expectancy (TE) refers to the inferences that teachers make about academic achievement, and future career choice of their students, it is a teacher level variable, and it mediates the teacher-student interaction. I hypothesize that the TE impacts the distribution of learning opportunities in 8th grade mathematics classes. So, I investigate the distribution of learning opportunities in terms of TE. An 8th grade class interaction is recorded (n =16), and investigated by using the EQUIP. The result of this study reveals that seven high expected students despite being the 35% of the class have 76. 71% of entire student talk. In other words, a big chunk of the class interaction is only between teacher and high expected students.  \nKeywords: Equity & Justice, Middle School Education, Teacher Beliefs  \nIntroduction  \nThe mathematics education community has given explicit attention to issues of equity over the last 20 years. Gutiérrez defines equity as “the goal of being unable to predict student patterns (e.g., achievement, participation, the ability to critically analyze data or society) based solely on characteristics such as race, class, ethnicity, sex, beliefs, and creeds, and proficiency in the dominant language.”(Gutierrez, 2002, p., 153) . Regardless of the characteristics of students, all students should have the fair, not necessarily the same, chance to participate and learn.  \nOpportunities to learn mathematics are supposed to be accessible to all students rather than toa privileged few.  \nStudents who have more opportunities to participate will learn more whereas students who participate less will learn less (Shah et al., 2021) . The distribution of opportunities to participate in classroom discussions is an issue of equity. Equity in participation concerns equal and fair distribution of participation and opportunities to participate to the ongoing discussion (Ernest et al., 2019) . Teachers, as the leaders of the classroom community, have power to distribute learning opportunities through how they structure participation. Yet, teachers, like all people, are not free of biases. Many studies report that pre-service and in-service teachers have implicit biases and attitudes toward their students from ethnic minorities and migrant families (Glock & Klapproth, 2017; Glock, et al., 2013) . Teachers’ evaluation of student potential is not necessarily accurate (Copur-Gencturk et al. 2020; Soto-Ardila et al., 2022) . Teachers’ implicit biases is one possible explanation for the occurrence of inequalities in our classroom. Some empirical evidence suggests that implicit biases impact students’ academic achievement via Teacher Expectation (TE) (Van den Bergh et al., 2010) . Teacher expectancy (TE) refers “inferences that teachers make about the present and future academic achievement and general classroom behavior of their students”(Good & Brophy, 1997, p. 79) . Overestimated students will have more opportunities to participate and then likely learn more while, underestimated students will have less opportunities to participate and will likely learn less. Differential interaction occurs when some students receive different opportunities to interact or participate in class (Wang et al. 2018). This difference is mediated by the expectation the teacher has for the student. Therefore, students have different experiences based on what is expected from them.  \nLamberg, T., & Moss, D. (2023). Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2). University of Nevada, Reno.  \n420  \nArticles published in the Proceedings are copyrighted by the authors.  \nCurrent studies on inequalities and biases in mathematics classrooms investigate the pattern","cbCaiul5BbpfWbUw","https://ap.wps.com/l/cbCaiul5BbpfWbUw","pdf",432525,"English","# Introduction\n## Equity and participation in mathematics education\n## Teacher biases and teacher expectancy\n# Method and data\n## EQUIP analysis of classroom interaction\n# Results\n## Distribution of student talk by expectancy","[{\"question\":\"What is the central focus of the study on teacher expectancy?\",\"answer\":\"The study focuses on whether teacher expectancy mediates how opportunities to participate are distributed in whole class mathematics discussion.\"},{\"question\":\"How is the classroom data collected and analyzed?\",\"answer\":\"An 8th grade classroom interaction recording (n=16) is collected and investigated using EQUIP to analyze participation patterns.\"},{\"question\":\"What do the results indicate about student talk and expectancy?\",\"answer\":\"High expected students, while only 35% of the class, contribute 76.71% of the entire student talk, suggesting that interaction is concentrated between teachers and high-expectancy students.\"}]","EXPLORING THE MEDIATING ROLE OF TEACHER EXPECTANCY ON PARTICIPATION IN WHOLE CLASS MATHEMATICS DISCUSSION | PDF",1792056426]