A case study of teacher questioning strategies in mathematics classrooms in China and Australia

Lianchun Dong, Wee Tiong Seah, David John Clarke

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

Abstract

This study was designed to extend the understanding of teachers questioning practices in classrooms through a fine-grained analysis of mathematics lessons taught by two competent junior secondary teachers separately from mainland China and Australia. A comprehensive coding system was developed to analyse what kinds of verbal questions were initiated by the teachers to elicit mathematical information and in what ways the teachers took students verbal contributions into consideration so as to promote the construction and acquisition of mathematical knowledge. The process of coding teacher questions in cross-cultural settings has provided particular insights and these will be summarised and discussed.
Original languageEnglish
Title of host publicationProceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39)
EditorsKim Beswick, Tracey Muir, Jill Wells
Place of PublicationPraha Czech Republic
PublisherInternational Group for the Psychology of Mathematics Education
Pages217 - 224
Number of pages8
Volume2
Publication statusPublished - 2015
EventAnnual Conference of the International Group for the Psychology of Mathematics Education 2015 - Hobart, Australia
Duration: 13 Jul 201518 Jul 2015
Conference number: 39th

Conference

ConferenceAnnual Conference of the International Group for the Psychology of Mathematics Education 2015
Abbreviated titlePME 2015
CountryAustralia
CityHobart
Period13/07/1518/07/15

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