Student teachers' questioning behaviour which elicit conceptual explanation from students
Hähkiöniemi, M. (2016). Student teachers' questioning behaviour which elicit conceptual explanation from students. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), PME40 : Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. Volume 2 (pp. 337-344). International Group for the Psychology of Mathematics Education. Proceedings of the PME Conference.
Published inProceedings of the PME Conference
© Hähkiöniemi, 2016.
Getting students to explain their thinking is one of the big challenges in teachers’ work. Previous studies have analysed teacher questioning by focusing on amounts of different types of questions. In this study, I use questioning diagrams to see how questioning develops during the lessons. The data includes video recordings of student teachers’ mathematics lessons in secondary and upper secondary school. The data is analysed by constructing questioning diagram for each student teacher and locating conceptual explanations given by students. The lessons which included largest amount of conceptual explanations are further studied. In these lessons the student teachers had lengthy discussions with the students and asked them many kinds of questions.
PublisherInternational Group for the Psychology of Mathematics Education
ConferenceInternational Conference for the Psychology of Mathematics Education
Is part of publicationPME40 : Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. Volume 2
ISSN Search the Publication Forum0771-100X
Publication in research information system
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