TY - JOUR
T1 - Teacher questioning and invitations to participate in advanced mathematics lectures
AU - Paoletti, Teo
AU - Krupnik, Victoria
AU - Papadopoulos, Dimitrios
AU - Olsen, Joseph
AU - Fukawa-Connelly, Tim
AU - Weber, Keith
N1 - Publisher Copyright:
© 2018, Springer Science+Business Media B.V., part of Springer Nature.
PY - 2018/5/1
Y1 - 2018/5/1
N2 - We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the university level. Because we are unaware of other studies examining advanced mathematics lecturers’ questioning, we first analyzed the data using an open coding scheme to categorize the types of content lecturers solicited and the opportunities they provided students to participate in generating course content. In a second round of analysis, we examined the extent to which lecturers provide students with opportunities to generate mathematical contributions and to engage in reasoning that researchers have identified as important in advanced mathematics. Our findings highlight that, although lecturers asked many questions, lecturers did not provide substantial opportunities for students to participate in generating mathematical content and reasoning. Additionally, we provide several examples of lecturers providing students with some opportunities to generate important contributions. We conclude by providing implications and areas for future research.
AB - We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the university level. Because we are unaware of other studies examining advanced mathematics lecturers’ questioning, we first analyzed the data using an open coding scheme to categorize the types of content lecturers solicited and the opportunities they provided students to participate in generating course content. In a second round of analysis, we examined the extent to which lecturers provide students with opportunities to generate mathematical contributions and to engage in reasoning that researchers have identified as important in advanced mathematics. Our findings highlight that, although lecturers asked many questions, lecturers did not provide substantial opportunities for students to participate in generating mathematical content and reasoning. Additionally, we provide several examples of lecturers providing students with some opportunities to generate important contributions. We conclude by providing implications and areas for future research.
KW - Opportunities to participate
KW - Questioning
KW - Teaching of advanced mathematics courses
UR - http://www.scopus.com/inward/record.url?scp=85043356091&partnerID=8YFLogxK
U2 - 10.1007/s10649-018-9807-6
DO - 10.1007/s10649-018-9807-6
M3 - Article
AN - SCOPUS:85043356091
SN - 0013-1954
VL - 98
SP - 1
EP - 17
JO - Educational Studies in Mathematics
JF - Educational Studies in Mathematics
IS - 1
ER -