Variation in mathematics teacher questioning across instructional settings
Résumé
Research on mathematics teacher questioning often distinguishes between the types of questions teachers ask, but rarely considers variation in the type of questions across instructional settings. To investigate this, an exploratory case study analyzed the questioning of a Norwegian mathematics teacher who taught the same lesson in two different grade 5 classes. Analysis indicates significant difference in teacher questioning between the two classes, and there were also significant differences between questioning across different ways of organizing the discourse inside a lesson. Questions that call for participation, elicit students’ thinking or invite them to take a stance are more often asked in discussion settings, whereas check-in questions are more often asked in seatwork settings.
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