| 000 | 01738nam a22003017a 4500 | ||
|---|---|---|---|
| 003 | ZW-GwMSU | ||
| 005 | 20241002093122.0 | ||
| 008 | 241002b |||||||| |||| 00| 0 eng d | ||
| 022 | _a00224871 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aLB1738 JOU |
| 100 | 1 |
_aFranke, Megan L. _eauthor |
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| 245 | 1 | 0 |
_aTeacher questioning to elicit Students’ mathematical thinking in elementary school classrooms _ccreated by Megan L. Franke, Noreen M. Webb, Angela G. Chan, Marsha Ing, Deanna Freund, and Dan Battey |
| 264 | 1 |
_aThousand Oaks: _bSage, _c2009 |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aJournal of Teacher Education _vVolume 60, number 4 |
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| 520 | 3 | _aCognitively 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. | |
| 650 |
_aElicit students _vMathematical thinking _xElementary school classrooms |
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| 700 | 1 |
_aWebb, Noreen M. _eco-author |
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| 700 | 1 |
_aChan, Angela G. _eco-author |
|
| 700 | 1 |
_aIng, Marsha _eco-author |
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| 700 | 1 |
_aFreund, Deanna _eco-author |
|
| 700 | 1 |
_aBattey, Dan _eco-author |
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| 856 | _uhttps://doi.org/10.1177/002248710933990 | ||
| 942 |
_2lcc _cJA |
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| 999 |
_c167489 _d167489 |
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