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How Teacher Questions Affect The Development Of A Potential Hybrid Space In A Classroom With Latina/O Students, Casandra Helen Job
How Teacher Questions Affect The Development Of A Potential Hybrid Space In A Classroom With Latina/O Students, Casandra Helen Job
Theses and Dissertations
Questions have been shown to aid in student understanding of mathematics, particularly "novel" questions (Mesa, Celis, & Lande, 2013) that do not have a predetermined answer. However, students do not always understand what is intended by questions posed by teachers, particularly those students who come from different cultural and lingual backgrounds than those dominant in the classroom discourse. This project investigated the relationship between how a mathematics teacher acknowledged students funds of knowledge in her questions and how Latina/o students responded. It shows some research based questioning techniques that allow Latina/o students greater opportunity to participate in the mathematical problem-solving …
Mathematical Telling In The Context Of Teacher Interventions With Collaborative Groups, Brandon Kyle Singleton
Mathematical Telling In The Context Of Teacher Interventions With Collaborative Groups, Brandon Kyle Singleton
Theses and Dissertations
Teacher telling is underrepresented in the mathematics education reform literature and deserves additional scrutiny. This case study examined a skilled teacher's telling practices during a university mathematics content course for pre-service elementary teachers. I identified telling practices through discourse analysis, attending to the presence of mathematics and the contribution of new structure or ideas from the teacher. The teacher utilized seven unique types of mathematical telling while supporting collaborative group work on tasks. The study identified subtle telling, implicit telling, and explicit telling. The results suggest that mathematical telling is an integral part of the teacher's role in inquiry-based instruction …
Types Of Questions That Comprise A Teacher's Questioning Discourse In A Conceptually-Oriented Classroom, Keilani Stolk
Types Of Questions That Comprise A Teacher's Questioning Discourse In A Conceptually-Oriented Classroom, Keilani Stolk
Theses and Dissertations
This study examines teacher questioning with the purpose of identifying what types of mathematical questions are being modeled by the teacher. Teacher questioning is important because it is the major source of mathematical questioning discourse from which students can learn and copy. Teacher mathematical questioning discourse in a conceptually-oriented classroom is important to study because it is helpful to promote student understanding and may be useful for students to adopt in their own mathematical questioning discourse. This study focuses on the types of questions that comprise the mathematical questioning discourse of a university teacher in a conceptually-oriented mathematics classroom for …
How Student Positioning Can Lead To Failure In Inquiry-Based Classrooms, Kelly Beatrice Campbell
How Student Positioning Can Lead To Failure In Inquiry-Based Classrooms, Kelly Beatrice Campbell
Theses and Dissertations
In an effort to improve mathematics instruction, I studied how the positions students choose or are pressed to take on can lead to failure in an inquiry-based classroom. Positioning refers to the temporary roles that a student or a teacher can place each other in or take on in a given classroom environment. Since positions are constructed and maintained by language use, I drew from positioning theory and discourse theory for my theoretical framework. From analyzing transcripts of classroom episodes and interviews with the teacher and a student, I identified common positions that the teacher and the student took on. …
How A Master Teacher Uses Questioning Within A Mathematical Discourse Community, Omel Angel Contreras
How A Master Teacher Uses Questioning Within A Mathematical Discourse Community, Omel Angel Contreras
Theses and Dissertations
Recent scholarly work in mathematics education has included a focus on learning mathematics with understanding (Hiebert & Carpenter, 1992; Hiebert et al., 1997; Fennema & Romberg, 1999; National Council of Teachers of Mathematics, 2000). Hiebert et al. (1997) discussed two processes that they suggested increase understanding and that are central to this study: reflection and communication. Learning mathematics with understanding requires that the students create a deeper knowledge of mathematics through reflection and communication. The environment in which such learning can take place must include patterns of behavior, known as social norms that promote deeper thinking. When the social norms …