Teacher questioning: effect on student communication in middle school algebra mathematics classrooms
Year: 2007
Type: dissertation
Abstract: This study investigates the components within teacher questioning and how they\naffect communication within the mathematics classroom. Components examined are the\ntype of question, the amount of wait time allowed, the use of follow-up questions, and\nthe instructional setting. The three types of questions analyzed in this study were highorder,\nlow-order, and follow-up questions. High-order questions are defined as questions\nwhich promote analysis, synthesis or evaluation of information versus low-order\nquestions which only seek procedural or knowledge of basic recall of information. The\nthird type of question, follow-up, is the second question asked of a student when the\ninitial question is not answered or answered incorrectly.\nThis study observed video of three teachers from three different adjacent school\ndistricts. Upon watching three lessons of each teacher and recording data, conclusions\nwere made. All three teachers were found to use low-order questions at least 50% of the\ntime during instruction. Wait time following high-order questions met the minimum\nthree second time as suggested from previous researchers. Follow-up questions were\nfound to occur more frequently after high-order questions, but followed similar trends as\nstated above related to the type of question asked. Instructional setting does differ in the types of questions asked with a small group setting more likely to elicit high-order\nquestions than a whole group setting. The researcher concluded that high-order questions\nwith a minimum of three seconds wait time in a small group setting encourage\ncommunication within the mathematics classroom.
Author: Elizabeth Aprilla Matthiesen
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2297276773