The Advancement of Teacher Questions in Mathematics Education

Autor/inn/en	Eddy, Colleen M.; Kuehnert, Eloise Aniag
Titel	The Advancement of Teacher Questions in Mathematics Education
Quelle	In: American Educational History Journal, 45 (2018) 2, S.33-53 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0584
Schlagwörter	Mathematics Instruction; Questioning Techniques; Teaching Methods; Constructivism (Learning); Classification; Cognitive Processes; Knowledge Level; Mathematical Concepts; Concept Formation; Communication Strategies; Discussion (Teaching Technique); Educational Theories; Thinking Skills; Reflection + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Cognitive process; Kognitiver Prozess; Wissensbasis; Concept learning; Begriffsbildung; Kommunikationsstrategie; Educational theory; Theory of education; Bildungstheorie; Denkfähigkeit
Abstract	The purpose of this paper is to account for the advancement of questioning in mathematics education. Four sections focus on: (1) Importance of Questioning in Education (a historical perspective of questioning from the 1960s through the 1990s); (2) Cognitive Classification of Questions (Costa's Levels of Thinking, Webb's Depth of Knowledge, and Hess' Cognitive Rigor Matrix); (3) Communication Patterns for Questioning (recitation, discussion and productive discussion); (4) Constructivist Questioning (the influences of Piaget and Vygotsky); and (5) Teacher Questioning in Mathematics (gathering information, probing thinking, making mathematics visible, encouraging reflection and justification, mathematical routines, and sociomathematical norms). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01