Year: 2025
Type: article
Abstract: This study investigates the impact of teacher questioning on the cognitive demand of mathematical tasks within the context of the Developmental Education in Mathematics (DEM) reform initiative in Norway. Using a case study design, researchers’ video-recorded and analyzed twelve lessons by four primary teachers. The analysis focused on the function of teacher questions within classroom dialogues around challenging tasks. Findings reveal that while DEM emphasizes challenging tasks and conceptual understanding, teacher questioning often inadvertently simplifies problems, limiting students’ opportunities for learning and development. This tendency is exacerbated by DEM’s focus on rapid progression, which can conflict with the need for students to dwell on tasks that are challenging for them. The study underscores the need for teacher training to navigate the complexities of balancing rapid progression with student-led exploration and conceptual understanding.
Authors: Åsmund Gjære, Reidar Mosvold
Institution: University of Stavanger
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4412960778