Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Teacher Questioning Practices over a Sequence of Consecutive Lessons: A Case Study of Two Mathematics Teachers
This study examined teacher questioning practices over a sequence of consecutive lessons in China. Based on the IRF (initiation–response–follow-up) framework, a comprehensive coding system was developed to analyze what kinds of verbal questions were initiated by the teachers to elicit mathematical information and in what ways the teachers made use of students’ verbal contributions. This study finds that all participating teachers’ questioning practices showed both variations and consistencies over the lesson sequence. It is argued that the act of asking questions in classroom interaction not only includes the teachers’ conscious planning so as to accomplish pedagogical goals, but also involves the teachers’ unconscious routine in how to build up on students’ thinking.
Teacher Questioning Practices over a Sequence of Consecutive Lessons: A Case Study of Two Mathematics Teachers
This study examined teacher questioning practices over a sequence of consecutive lessons in China. Based on the IRF (initiation–response–follow-up) framework, a comprehensive coding system was developed to analyze what kinds of verbal questions were initiated by the teachers to elicit mathematical information and in what ways the teachers made use of students’ verbal contributions. This study finds that all participating teachers’ questioning practices showed both variations and consistencies over the lesson sequence. It is argued that the act of asking questions in classroom interaction not only includes the teachers’ conscious planning so as to accomplish pedagogical goals, but also involves the teachers’ unconscious routine in how to build up on students’ thinking.
Teacher Questioning Practices over a Sequence of Consecutive Lessons: A Case Study of Two Mathematics Teachers
Lianchun Dong (Autor:in) / David Clarke (Autor:in) / Yiming Cao (Autor:in) / Lidong Wang (Autor:in) / Wee Tiong Seah (Autor:in)
2018
Aufsatz (Zeitschrift)
Elektronische Ressource
Unbekannt
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