Learning to Elicit Student Thinking: The Role of Planning to Support Academically Rigorous Questioning Sequences during Instruction
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| Title: | Learning to Elicit Student Thinking: The Role of Planning to Support Academically Rigorous Questioning Sequences during Instruction |
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| Language: | English |
| Authors: | Sheila Orr (ORCID |
| Source: | Journal of Mathematics Teacher Education. 2025 28(3):523-544. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 1725910 1725920 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Questioning Techniques, Teaching Methods, Thinking Skills, Preservice Teachers, Field Instruction, Field Experience Programs, Educational Planning, Lesson Plans |
| DOI: | 10.1007/s10857-023-09603-5 |
| ISSN: | 1386-4416 1573-1820 |
| Abstract: | The use of questioning to elicit student thinking is one of the cornerstones of ambitious teaching; thus, supporting prospective teachers in this complex practice is a core objective of mathematics teacher education. In this paper, we examine the academic rigor of the sustained questioning sequences prospective teachers use during instruction to elicit student thinking and the possible factor lesson planning plays in enacted sequences involving academically rigorous questions. We analyzed the questions they asked during lessons in an early field experience and traced how prospective teachers prepared for those questions as represented in their lesson plans. From our analysis, we found prospective teachers used three types of sustained questioning sequences when eliciting student thinking in the enactment of the lesson. Further, we found evidence suggesting a connection between the questions asked during enactment of a lesson and the quality of questions prospective teachers incorporated into their lesson plan. These findings inform how mathematics teacher educators can support prospective teachers during lesson planning to prepare to elicit student thinking in productive ways. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1472072 |
| Database: | ERIC |
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| Abstract: | The use of questioning to elicit student thinking is one of the cornerstones of ambitious teaching; thus, supporting prospective teachers in this complex practice is a core objective of mathematics teacher education. In this paper, we examine the academic rigor of the sustained questioning sequences prospective teachers use during instruction to elicit student thinking and the possible factor lesson planning plays in enacted sequences involving academically rigorous questions. We analyzed the questions they asked during lessons in an early field experience and traced how prospective teachers prepared for those questions as represented in their lesson plans. From our analysis, we found prospective teachers used three types of sustained questioning sequences when eliciting student thinking in the enactment of the lesson. Further, we found evidence suggesting a connection between the questions asked during enactment of a lesson and the quality of questions prospective teachers incorporated into their lesson plan. These findings inform how mathematics teacher educators can support prospective teachers during lesson planning to prepare to elicit student thinking in productive ways. |
|---|---|
| ISSN: | 1386-4416 1573-1820 |
| DOI: | 10.1007/s10857-023-09603-5 |
