Abstract
AbstractThis case study explores how one secondary mathematics preservice teacher develops his use of questioning for instruction over the course of a year. The article explores how experiences in a secondary mathematics methods course and student teaching provide opportunities for the preservice teacher to use questioning to elicit, interpret, and respond to student thinking. Using classroom activities, plan‐teach‐reflect cycles of instruction, and recordings and transcripts of instructed lessons, the preservice teacher creates, revises, and reflects on his use of questioning over the year. The study shows that preservice teachers can improve their questioning to help elicit, interpret, and respond to student thinking.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
