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Nature and Utility of Teacher Questioning: A Case of Constructivist-Oriented Intervention
STEM Faculty Presentations
  • Jessica Hunt, University of Texas at Austin
  • Ron Tzur, University of Colorado Denver
  • Arla Westenskow, Utah State Univesity
Document Type
Conference Proceeding
Publication Date
11-1-2015
Comments

This study examined question types utilized by a researcher-teacher to facilitate children’s knowledge of unit fractions through a constructivist-oriented mathematics intervention. Data were derived from six tutoring sessions; analysis examined the nature and utility of employed questions. Preliminary analysis shows the teacher employed four main types and nine sub-types of questions. Future analysis will delineate the how questioning shifted to correspond with the evolution and solidification in children’s conceptions.

Citation Information
Hunt, J. and Tzur, R. (2015, November). Nature and Utility of Teacher Questioning: A Case of Constructivist-Oriented Intervention. A paper accepted and to be published in the Proceedings of the Annual Meeting of Psychology of Mathematics Education – North American Chapter. East Lansing, MI: Michigan State University.