Reflection and questioning in classrooms in different cultural settings - Comparative studies in mathematics education Access content directly
Conference Papers Year : 2015

Reflection and questioning in classrooms in different cultural settings

Mandy Hommel
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  • PersonId : 978570
David Clarke
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Abstract

Reflection in classroom learning leads to a deeper understanding and helps to connect knowledge with application situations. Socially initiated reflection can be observed as a lesson event embedded in Review, Elaboration, and Summarization. Questions constitute a primary catalyst for stimulating reflection, particularly in classroom settings. This study 1 investigates reflection events and related questioning behaviour of students and teachers by undertaking a comparative analysis of video data from the Learner's Perspective Study (LPS; Clarke, Keitel, & Shimizu 2006) in classrooms in Australia, Germany, Japan, and the USA.
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Dates and versions

hal-01288007 , version 1 (14-03-2016)

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  • HAL Id : hal-01288007 , version 1

Cite

Mandy Hommel, David Clarke. Reflection and questioning in classrooms in different cultural settings. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1717-1723. ⟨hal-01288007⟩
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