The Hindrance of Rule-Based Beliefs on Teacher Questioning

• In Event: 43.027 - Math Teachers' Learning in Action

Abstract

This cross-case analysis of five teachers focuses on factors that affect the cognitive demand of questions teachers ask in mathematics classes. Two factors were analyzed: teachers’ level of Mathematical Knowledge for Teaching (MKT), and their beliefs about the nature of teaching and learning. Teacher’s beliefs were measured through two belief constructs; rule-based, and reasoning-based. The major finding of this study is that high rule-based beliefs hinder the positive effects of both high levels of MKT and reasoning-based beliefs on teachers’ questions. High MKT and high beliefs in reasoning can be beneficial to teachers’ questioning patterns, but if teachers have high belief in rules, these factors have less influence on teachers’ ability to question and guide students to meaning making.

Authors

• Jessica Jensen, California Polytechnic State University - San Luis Obispo

• Kyong Mi Choi, University of Virginia

• Jihyun Hwang, University of Iowa