Preservice Teachers' Questioning in the Elementary Mathematics Classroom: The Case of Madison

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Measurement, Micro-Teaching, and Mathematics Education

Abstract

Teacher questioning has become a powerful tool to support and extend student thinking within the mathematics classroom. Research shows that skillful questioning of student thinking elicits essential knowledge about students' developing mathematical ideas. This study analyzed preservice teacher questions to understand questions asked and during what part of lesson they were exhibited. The results of this study inform teacher educators on areas to focus the practice of practice of questioning to support implementation of the practice across all phase of a lesson.

Authors

• Anne Estapa, The University of Iowa

• Anupma Singh, Iowa State University