How Student Questions in Mathematics Classrooms Are Related to Authority Distribution

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  In Roundtable Session: Culture and Power in Diverse Mathematics Classrooms

Abstract

This paper analyzes the questions students ask in two very different middle school mathematics classrooms. Both classrooms were taught by experienced and respected mathematics teachers, but the instruction was very different between the two classrooms. Mr. Cordoba characterized his instruction as student-centered, project-based, and focused on understanding. Mr. Ezzo used a more traditional approach. Classroom instruction was videotaped, student questions were highlighted and categorized, and instructional moves were analyzed. Results show that the types of questions students ask in mathematics lessons are connected to authority distribution in the classroom.

Author

• Melissa Kemmerle, University of Michigan - Ann Arbor