Formative Questioning in Computer Learning Environments: A Course for Pre-Service Mathematics Teachers

Autor/in	Akkoç, Hatice
Titel	Formative Questioning in Computer Learning Environments: A Course for Pre-Service Mathematics Teachers
Quelle	In: International Journal of Mathematical Education in Science and Technology, 46 (2015) 8, S.1096-1115 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2015.1031835
Schlagwörter	Preservice Teachers; Mathematics Teachers; Mathematics Instruction; Web Based Instruction; Computer Uses in Education; Electronic Learning; Formative Evaluation; Questioning Techniques; Skill Development; Data Collection; Lesson Plans; Notetaking; Interviews; Observation; Statistical Analysis; Workshops; Pedagogical Content Knowledge; Technological Literacy; Qualitative Research; Teaching Methods; Case Studies; Computer Software; Technology Integration; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Web Based Training; Computernutzung; Befragungstechnik; Fragetechnik; Kompetenzentwicklung; Qualifikationsentwicklung; Data capture; Datensammlung; Lesson planning; Unterrichtsplanung; Interviewing; Interviewtechnik; Beobachtung; Statistische Analyse; Lernwerkstatt; Schulung; Pädagogische Kompetenz; Technisches Wissen; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Ausland; Türkei
Abstract	This paper focuses on a specific aspect of formative assessment, namely questioning. Given that computers have gained widespread use in learning and teaching, specific attention should be made when organizing formative assessment in computer learning environments (CLEs). A course including various workshops was designed to develop knowledge and skills of questioning in CLEs. This study investigates how pre-service mathematics teachers used formative questioning with technological tools such as Geogebra and Graphic Calculus software. Participants are 35 pre-service mathematics teachers. To analyse formative questioning, two types of questions are investigated: mathematical questions and technical questions. Data were collected through lesson plans, teaching notes, interviews and observations. Descriptive statistics of the number of questions in the lesson plans before and after the workshops are presented. Examples of two types of questions are discussed using the theoretical framework. One pre-service teacher was selected and a deeper analysis of the way he used questioning during his three lessons was also investigated. The findings indicated an improvement in using technical questions for formative purposes and that the course provided a guideline in planning and using mathematical and technical questions in CLEs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01