Journal article
Teacher questioning and invitations to participate in advanced mathematics lectures
Educational studies in mathematics, v 98(1), pp 1-17
01 May 2018
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the university level. Because we are unaware of other studies examining advanced mathematics lecturers' questioning, we first analyzed the data using an open coding scheme to categorize the types of content lecturers solicited and the opportunities they provided students to participate in generating course content. In a second round of analysis, we examined the extent to which lecturers provide students with opportunities to generate mathematical contributions and to engage in reasoning that researchers have identified as important in advanced mathematics. Our findings highlight that, although lecturers asked many questions, lecturers did not provide substantial opportunities for students to participate in generating mathematical content and reasoning. Additionally, we provide several examples of lecturers providing students with some opportunities to generate important contributions. We conclude by providing implications and areas for future research.
Metrics
Details
- Title
- Teacher questioning and invitations to participate in advanced mathematics lectures
- Creators
- Teo Paoletti - Montclair State UniversityVictoria Krupnik - Rutgers, The State University of New JerseyDimitrios Papadopoulos - Drexel UniversityJoseph Olsen - Rutgers, The State University of New JerseyTim Fukawa-Connelly - Temple Univ, Coll Educ, 1301 Cecil B Moore Ave, Philadelphia, PA 19122 USAKeith Weber - Rutgers, The State University of New Jersey
- Publication Details
- Educational studies in mathematics, v 98(1), pp 1-17
- Publisher
- Springer Nature
- Number of pages
- 17
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Mathematics
- Web of Science ID
- WOS:000428990300001
- Scopus ID
- 2-s2.0-85043356091
- Other Identifier
- 991019168828704721
UN Sustainable Development Goals (SDGs)
This publication has contributed to the advancement of the following goals:
InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research