Teacher questioning strategies in the mathematics classroom
Teaching questioning is significant to effective mathematical classroom discourse (Koizumi, 2013; McCarthy, Sithole, McCarthy, Cho Gyan, 2016). Questioning, as an instrument of teaching, is able to challenge students' thinking and motivate their learning processes (Shahrill & Clarke, 2014)....
محفوظ في:
| المؤلف الرئيسي: | |
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| مؤلفون آخرون: | |
| التنسيق: | Student Research Poster |
| اللغة: | English |
| منشور في: |
Nanyang Technological University
2021
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| الموضوعات: | |
| الوصول للمادة أونلاين: | https://hdl.handle.net/10356/151789 |
| الوسوم: |
إضافة وسم
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| الملخص: | Teaching questioning is significant to effective mathematical classroom discourse (Koizumi, 2013; McCarthy, Sithole, McCarthy, Cho Gyan, 2016). Questioning, as an instrument of teaching, is able to challenge students' thinking and motivate their learning processes (Shahrill & Clarke, 2014). When teachers are aware of the questioning strategies they use, it facilitates teacher-student interactions imminent to learning (McCarthy et al., 2016). This study explores the types of questions used by the teacher(s) in Mathematics classroom. [1st Award] |
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