An Integral Part of Facilitating Mathematical Discussions: Follow-up Questioning

Lim, Woong; Lee, Ji-Eun; Tyson, Kersti; Kim, Hee Jeong; Kim, Jihye

doi:10.1007/s10763-019-09966-3

Cited by 25 publications

(20 citation statements)

References 33 publications

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“…Students still do not feel brave to ask questions or respond to questions from teachers or friends. Thus, the ability to ask questions in mathematical learning still needs to be a concern to be developed better (Bosch et al, 2018;Franke et al, 2009;Hendriana, 2017;Hendriana, Hidayat, & Ristiana, 2018;Hendriana, Rohaeti, & Hidayat, 2017;Lim et al, 2020;McCarthy et al, 2016;Steyn & Adendorff, 2020;Way, 2008).…”

Section: Leading the Discussionmentioning

confidence: 99%

Online Learning Interaction of Mathematics Teacher in Junior High School: A Survey in the Covid-19 Pandemic

Ahmad

Mohamed

Setyaningsih

et al. 2021

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This study aims to determine the online learning interactions carried out by junior high school teachers in the classroom during the COVID-19 pandemic. The quantitative using survey was used as a research methodology. 141 Mathematic Teachers was selected as the subject of this research. A questionnaire of classroom interaction practice in an online class was used as a data collection technique. The result found that mathematic teachers’ interaction activity in online courses has a different level. The interaction process that mathematic teachers use is in preparing the students to join an online course and leading the discussion with the mean of 4.2 and 4.3. In contrast, the lowest interaction happens in interaction in giving feedback and interaction in closing activity with an average of 2.5. the research also found that 78.70% of mathematic teachers always provide direction to the students in starting the online class. 40.30% of them never ask students to correct incorrect assignments during online learning.

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Section: Leading the Discussionmentioning

confidence: 99%

Online Learning Interaction of Mathematics Teacher in Junior High School: A Survey in the Covid-19 Pandemic

Ahmad

Mohamed

Setyaningsih

et al. 2021

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“…However, studies consistently reveal that most teachers do not use effective questioning strategies in their classrooms (Zhu & Edwards, 2019;Cumhur & Güven, 2018). Asking high-level and follow-up questions activate students' thinking processes, which in turn lead students to participate in classes and learn the concepts better (Günel et al, 2012;Lim et al, 2020). Asking high-level questions stimulates recall of prior knowledge and facilitates students' connection between the concepts (Harper et al, 2003(Harper et al, , Çimer, 2007.…”

Section: Discussionmentioning

confidence: 99%

The Impact of High-Level Teacher Questioning on Elementary School Students’ Achievement, Retention and Attitude in Science

Akıllı

Kıngır

2020

Journal of Education in Science, Environment and Health

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“…These talk moves offer teachers the opportunity to better elicit and respond to student thinking, but they also help students feel heard. A recent study [23] reports that teachers identified by students as promoting mathematics discussions tended to ask follow-up questions that increased and sustained student participation in mathematics discussions. These findings suggest by asking follow-up questions, the teacher listened and responded to students' ideas, and the students felt heard.…”

Section: Teacher Questioning Talk Moves and Eliciting And Responding To Students' Thinkingmentioning

confidence: 99%

“…Related analysis should be taken with caution. Although the longer turns are, the more complex the teacher-students interactions may become [23], this categorization only signifies the quantity-not the quality-of talks. Since each of the 32 PSTs wrote two or three lesson play scripts, the frequencies of teacher talks in multiple scripts developed by each PST were also examined to see whether the number of teacher talks was related to the individual PST's capacity or preference.…”

Section: Frequency Of Teacher Talksmentioning

confidence: 99%

Preservice Teachers’ Eliciting and Responding to Student Thinking in Lesson Plays

Lee

Lim

2021

Mathematics

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This study presents an analysis of 95 lesson play scripts—hypothetical dialogues between the teacher and a student—written by 32 preservice teachers (PSTs). Writing lesson scripts was part of the assessment design activities to elicit and respond to students’ thinking. The findings present the types and frequencies of teacher talks/moves in fraction-related tasks during a stage of lesson plays, such as launch, active elicitation, and closure. Our analysis indicates a wide range in the number of turns taken by the PSTs, while there is little correlation between the number of turns and effectiveness at eliciting and responding to student thinking. The study also confirmed that some unproductive talk moves were still present in the lesson play context, although the PSTs had plenty of time to craft a script. This study drew implications of PSTs’ prior perceptions, experiences, knowledge, and needs in mathematics teacher education regarding the ways to create learning opportunities for them to elicit and respond to student thinking.

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An Integral Part of Facilitating Mathematical Discussions: Follow-up Questioning

Cited by 25 publications

References 33 publications

Online Learning Interaction of Mathematics Teacher in Junior High School: A Survey in the Covid-19 Pandemic

Online Learning Interaction of Mathematics Teacher in Junior High School: A Survey in the Covid-19 Pandemic

The Impact of High-Level Teacher Questioning on Elementary School Students’ Achievement, Retention and Attitude in Science

Preservice Teachers’ Eliciting and Responding to Student Thinking in Lesson Plays

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