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Teacher questioning to elicit Students’ mathematical thinking in elementary school classrooms created by Megan L. Franke, Noreen M. Webb, Angela G. Chan, Marsha Ing, Deanna Freund, and Dan Battey

By: Contributor(s): Material type: TextTextSeries: Journal of Teacher Education ; Volume 60, number 4Thousand Oaks: Sage, 2009Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 00224871
Subject(s): LOC classification:
  • LB1738 JOU
Online resources: Abstract: Cognitively Guided Instruction (CGI) researchers have found that while teachers readily ask initial questions to elicit students’ mathematical thinking, they struggle with how to follow up on student ideas. This study examines the classrooms of three teachers who had engaged in algebraic reasoning CGI professional development. We detail teachers’ questions and how they relate to students’ making explicit their complete and correct explanations. We found that after the initial “How did you get that?” question, a great deal of variability existed among teachers’ questions and students’ responses.
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Holdings: Journal Article

Cognitively Guided Instruction (CGI) researchers have found that while teachers readily ask initial questions to elicit students’ mathematical thinking, they struggle with how to follow up on student ideas. This study examines the classrooms of three teachers who had engaged in algebraic reasoning CGI professional development. We detail teachers’ questions and how they relate to students’ making explicit their complete and correct explanations. We found that after the initial “How did you get that?” question, a great deal of variability existed among teachers’ questions and students’ responses.

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