Exploring the Relationship between Questioning, Enacted Mathematical Tasks, and Mathematical Discourse in Elementary School Mathematics

Autor/inn/en	Martin, Christie; Polly, Drew; McGee, Jen; Wang, Chuang; Lambert, Richard; Pugalee, David
Titel	Exploring the Relationship between Questioning, Enacted Mathematical Tasks, and Mathematical Discourse in Elementary School Mathematics
Quelle	In: Mathematics Educator, 24 (2015) 2, S.3-26 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-9017
Schlagwörter	Elementary School Teachers; Elementary School Students; Faculty Development; Mathematics Instruction; Mathematics Curriculum; Observation; Qualitative Research; Questioning Techniques; Teaching Methods; Statistical Analysis; Discussion (Teaching Technique); Discourse Analysis; Likert Scales + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Beobachtung; Qualitative Forschung; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Diskursanalyse; Likert-Skala
Abstract	This study examined the mathematical discourse of elementary school teachers and their students while participating in a year-long professional development project focused on implementing reform-based mathematics curriculum. The teacher participants included 12 teachers, two from each grade level from Kindergarten through Grade 5. Field notes were collected during observations and were analyzed as raw qualitative data. Inductive qualitative analyses of classroom observation data indicated that the level of enacted mathematical tasks and teachers' questioning strategies influenced the types of mathematical communication in classrooms. Quantitative analyses of data regarding teachers' level of questioning and implementation of mathematical tasks found an increase in high-level questions and tasks, but the increase was not statistically significant. Implications for the design of professional development and further research in this area are shared. (As Provided).
Anmerkungen	Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez@gmail.com; Web site: http://math.coe.uga.edu/Mesa/MESA.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01