Relationships between Teacher Questioning and Student Generalizing [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Hallman-Thrasher, Allyson; Thompson, Jennifer; Heacock, Kayla; Chen, Lizhen
Titel	Relationships between Teacher Questioning and Student Generalizing [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Correlation; Mathematics Instruction; Teacher Student Relationship; Questioning Techniques; Generalization; Teaching Methods; Learning Activities; Mathematical Concepts; Student Centered Learning; Algebra; Classroom Communication; Thinking Skills; Masters Programs; Graduate Students; Teacher Education Programs; Video Technology; Lesson Plans; Self Evaluation (Individuals); High School Students; Grade 9; Grade 10 + Suchen Sie Ihr Suchwort? Korrelation; Mathematics lessons; Mathematikunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Klassengespräch; Denkfähigkeit; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lesson planning; Unterrichtsplanung; High school; High schools; Oberschule; Schüler; Schülerin; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	This study shares two frameworks for analyzing teacher actions that support students in generalizing and examines how those frameworks align with teacher questioning. One classroom teaching episode focused on the mathematical activity of generalizing is shared to illustrate effective generalizing promoting practices. We found several patterns of productive and unproductive generalizing promoting actions and questioning. Repeating generalizing promoting actions in succession were needed to produce student generalizations. Priming actions that set up for later generalizing promoting were helpful when students struggled to identify and state generalizations. Connection questions promoted generalizing, but justification and concept questions did not. Further research will explore the additional strategies to support teachers in fostering student-created generalizations. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01