Similarities and differences in teachers' questioning in German and Japanese mathematics classrooms.

Autor/in	Koizumi, Yuka
Titel	Similarities and differences in teachers' questioning in German and Japanese mathematics classrooms.
Quelle	In: ZDM : mathematics education, 45 (2013) 1, S. 47-59 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-012-0482-2
Schlagwörter	Fragetechnik; Mathematikunterricht; Deutschland; Japan
Abstract	This study aims to capture similarities and differences in teachers' questioning in German and Japanese mathematics classrooms, specifically focusing on the stage of introducing new mathematical content. The author analyzed consecutive mathematics classes taught by experienced teachers in Germany and Japan, who were recruited based on their locally defined "teaching competence" in the learner's perspective study. The results revealed that even questions that required students to recall previously learned content or provide the results of a calculation, which were regarded as lower cognitive questions in previous studies, played key roles at the stage of introducing new mathematical content in both German and Japanese classrooms. Further, distinctive patterns in the sequences of teachers' questioning were identified. These differences suggest what is valued as quality mathematics teaching in each educational system.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2013/4