Higher Order Teacher Questioning of Boys and Girls in Elementary Mathematics Classrooms

Wimer, Jeffrey W.; Ridenour, Carolyn; Thomas, Kelli; Place, A. William

doi:10.1080/00220670109596576

Cited by 32 publications

(20 citation statements)

References 17 publications

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“…Unfailingly, those participants who referred to this method conceptualised it only in terms of teachers asking questions of pupils. Although this focus was very narrow, and so ignored key issues in oral work such as communicating a body of information to an audience, handling and facilitating questions/discussion and self-presentation through voice and body language, the participants were nevertheless clear that constructing higher-order questions was more difficult than constructing questions of recall (Black, & Harrison, 2001;Wilen, 2001;Wimer, Ridenour, Thomas & Place, 2001), and that planning out questions in advance in order to stimulate higher-order thinking was probably important (Lenski, 2001, Wood, & Anderson, 2001). …”

Section: Knowledge Of Assessment Methodsmentioning

confidence: 99%

Initial knowledge states about assessment: novice teachers’ conceptualisations

Maclellan

2004

Teaching and Teacher Education

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Section: Knowledge Of Assessment Methodsmentioning

confidence: 99%

Initial knowledge states about assessment: novice teachers’ conceptualisations

Maclellan

2004

Teaching and Teacher Education

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“…Research shows that teachers mostly asked their students low-level questions in class (Suydam, 1985;Wilkinson & Martino, 1993;Wilen, 1991;Ellis, 1993;Wimer et. al, 2001 ISSN 2162-6952 2014, Vol.…”

Section: Discussionmentioning

confidence: 99%

“…Flanders (1970) stated that teaching behaviour is the most potent, single, controllable factor that can alter learning opportunities in the classroom. It is important for teachers to recognise and understand that preconceived attitudes and expectations about boys and girls are likely to have an effect on children, particularly in the mathematics classroom (Wimer et al, 2001). ISSN 2162-6952 2014 …”

Section: Journal Of Studies In Educationmentioning

confidence: 99%

“…To be an effective teacher, responses from volunteering and non-volunteering students have to be balanced (Wilen & Clegg, 1986) and, to be a vigilant teacher; one has to employ both higher-level and lower-level questions in the classrooms (Wimer et al, 2001). The Australian teacher from Australian school 1 (AU1) was observed to be the most vigilant teacher because she had employed both types of questioning (high-level and low-level questions) proportionately in her lesson and she is also considered as an effective teacher due to her distinctive use of balanced VA and SN.…”

Section: Us and Australian Female Students In This Study Should Be Inmentioning

confidence: 99%

“…Students' learning gains increase as the variety of types of teacher questions increase. Wimer, Ridenour, Thomas and Place (2001) stated that "Higher level and lower level questions have their place in the classroom; vigilant teachers employ both types when the need arises" (p. 91). Furthermore, Gall and Rhody (1987) have also recommended the use of both lower level and higher cognitive questions.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Use of Low-Order and Higher-Order Questions in Mathematics Teaching: Video Analyses Case Study

Shahrill¹,

Mundia²

2014

JSE

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The aim of this video analyses case study was to compare levels of teacher questioning in mathematics classrooms between two countries (United States and Australia) whose language and mode of classroom instruction is English. Data were collected by analysing the video lessons from the United States and Australia in the Learner's Perspective Study. Descriptive statistics were used to analyse the data. The findings revealed that in both the United States and Australia, male students were more engaged in questions posed by their teachers as compared to the female students. The overall results showed that male students volunteered, and were called on more to teachers' questions compared to the female students. There were similarities and differences observed and the striking similarity was the frequently asked low-level questions in the lessons. Furthermore, male students were asked more high level and low level questions compared to the female students. In contrast, there were more students in Australia than in the United States who were asked more than two high and low level questions. The data in this study suggest that gender biased teacher questioning do occur in the Year 8 mathematics classes.

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Classroom Questioning

Gayle¹,

Preiss²

2008

The International Encyclopedia of Communication

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One important aspect of student–teacher classroom interaction involves the process of asking and answering questions. The proficient use of questioning in the classroom is often recognized as a significant tool for managing classroom discourse and motivating student participation in the learning process. Many of the published studies in this area pragmatically advise teachers about the process of designing and executing questioning strategies that enhance student comprehension and recall of course materials. Other studies investigate the efficacy of teacher and student questioning practices. Although there is considerable disagreement regarding the outcomes of, and explanations for, effective classroom questioning, all researchers concur that educational questions are one of the fundamental tools teachers use to promote learning (→ Pedagogy, Communication in; Classroom Student–Teacher Interaction; Learning and Communication).

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Higher Order Teacher Questioning of Boys and Girls in Elementary Mathematics Classrooms

Cited by 32 publications

References 17 publications

Initial knowledge states about assessment: novice teachers’ conceptualisations

Initial knowledge states about assessment: novice teachers’ conceptualisations

The Use of Low-Order and Higher-Order Questions in Mathematics Teaching: Video Analyses Case Study

Classroom Questioning

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