TitleTeacher questions that engage students in mathematical conversation
NameIlaria, Daniel R. (author), Weber, Keith (chair), Maher, Carolyn (internal member), Roberts, Fred (internal member), Alcock, Lara (outside member), Rutgers University, Graduate School - New Brunswick,
Mathematics--Study and teaching
DescriptionCurrently, mathematics educators argue that teachers should create classrooms where students are engaged in conversation about mathematical ideas. However, to achieve these goals, it is important that teachers understand how to engage students in discussion. I address this issue by describing questioning techniques that teachers can use to make students' reasoning public and encourage conversation. In this thesis, I examined two student-centered classrooms. The first was three sessions from a high school pre-calculus class, the second was three after school sessions from a longitudinal study in which students solved challenging open-ended mathematics problems (Maher, 2002). The common thread between both research environments was an emphasis on student conversation and thinking, which allowed for a rich data in order to answer my research questions.
The two main questions guiding my research are: What kinds of questions do these two mathematics teachers in student-centered settings ask; and to what extent and in what ways did these teachers' questions engage students in mathematical conversation? These research questions led me to identify teacher questions and student responses, and examine how teachers used questioning to engage students in conversation.
In order to answer my first research question, I used inductive coding to describe teacher questions and student responses. To answer the second research question, I began with a quantitative approach to determine the frequencies of each question and response. Additionally, a frequency chart relating student responses that immediately followed teacher questions allowed insight into how teachers elicited student reasoning in conversation. For a descriptive account of how these teachers engaged students in mathematical conversation, I used inductive coding to examine patterns in teacher questioning. This coding process resulted in questioning themes that describe how the teachers used questioning to elicit reasoning and promote conversation in their classroom.
NoteIncludes bibliographical references (219-225)
Noteby Daniel R. Ilaria
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.