A Change in Questioning Tactics: Prompting Student Autonomy

Autor/inn/en	McConney, Marc; Perry, Michelle
Titel	A Change in Questioning Tactics: Prompting Student Autonomy
Quelle	In: Investigations in Mathematics Learning, 3 (2011) 3, S.26-45 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
Schlagwörter	Classroom Communication; Educational Change; Teacher Student Relationship; Grade 4; Curriculum Implementation; Mathematics Education; Mathematics Instruction; Elementary School Mathematics; Mathematics Curriculum; Questioning Techniques; Discourse Analysis; Personal Autonomy; Educational Strategies + Suchen Sie Ihr Suchwort? Klassengespräch; Bildungsreform; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 04; 4. Schuljahr; Schuljahr 04; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Befragungstechnik; Fragetechnik; Diskursanalyse; Individuelle Autonomie; Lehrstrategie
Abstract	In this study, we examined the types and the frequencies of questions and explanations exchanged between four teachers and their students in fourth-grade mathematics classes, across two years. Specifically, we observed these classes for one week in two separate, consecutive years; in the first year, they all employed a traditional curriculum, while in year two, they all used a reform-oriented curriculum, Math Trailblazers. We examined the discourse practices of these teachers across the two years and how these discourse practices granted the intellectual space for the children to recognize and utilize more autonomy in classroom discussions. We not only offer a quantitative analysis of the changes in classroom discourse practices across the two years, we have also included selected examples of verbal exchanges between teachers and students to showcase notable qualitative differences we observed from year one to year two. Given our findings, we recommend that teachers focus foremost on their discourse practices when attempting to adopt a reform-oriented curriculum. (As Provided).
Anmerkungen	Research Council on Mathematics Learning. Web site: http://www.unlv.edu/RCML
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10