Asking Good Questions: Promoting Greater Understanding of Mathematics through Purposeful Teacher and Student Questioning

Autor/inn/en	Di Teodoro, Susan; Donders, Sharon; Kemp-Davidson, Joy; Robertson, Peggy; Schuyler, Lori
Titel	Asking Good Questions: Promoting Greater Understanding of Mathematics through Purposeful Teacher and Student Questioning
Quelle	In: Canadian Journal of Action Research, 12 (2011) 2, S.18-29 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Action Research; Elementary School Teachers; Mathematics Instruction; Teaching Methods; Questioning Techniques; Elementary School Mathematics; Problem Solving; Mathematical Concepts; Mathematical Logic; Foreign Countries; Thinking Skills; Canada + Suchen Sie Ihr Suchwort? Projektforschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Elementare Mathematik; Schulmathematik; Problemlösen; Mathematical logics; Mathematische Logik; Ausland; Denkfähigkeit; Kanada
Abstract	This action research report follows the journey of four elementary school teachers as they learn to define and ask "deeper" or meaningful mathematical questions in their teachings. It chronicles the way that teaching through problem solving and developing criteria for questioning increased the percentage of "deeper" questions being asked and answered by their students. Study results highlight the importance of student involvement in sorting and defining questioning criteria. Finally, it outlines key teacher and student learnings related to questioning in mathematics and recommends next steps for implementation. (As Provided).
Anmerkungen	Nipissing University. 100 College Drive, Box 5002, North Bay, Ontario, P1B 8L7 Canada. Tel: 705-474-3450; e-mail: cjar@nipissingu.ca; Web site: http://cjar.nipissingu.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10