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Investigating teachers' use of questions in the mathematics classroom
As part of a study investigating effective numeracy practices, the types of questions asked by teachers during a series of mathematics lessons were examined. The findings indicated that the types of questions teachers asked influenced the nature of the students’ responses and that probing questions were particularly utilised to encourage student explanations.
History
Publication title
Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics EducationVolume
4Editors
M Tzekaki, M Kaldrimidou & H SakonidisPagination
161-168ISBN
978-960-243-652-3Department/School
Faculty of EducationPublisher
The International Group for the Psychology of Mathematics EducationPlace of publication
CyprusEvent title
International Group for the Psychology of Mathematics EducationEvent Venue
GreeceDate of Event (Start Date)
2009-07-19Date of Event (End Date)
2009-07-24Rights statement
Copyright 2009 the authorsRepository Status
- Restricted