Learning to Question: Categories of Questioning Used by Preservice Teachers During Diagnostic Mathematics Interviews

By Patricia S. Moyer, E. Milewicz. 2002

184 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ac8a8f4b2f672e5c2a4f6b09a416c4ccefb6f08b

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Citations in the corpus

Planning for Mathematics Instruction: A Model of Experienced Teachers' Planning Processes in the Context of Reform Mathematics Curriculum (2015, background): “For example, teachers must plan questions they will ask students that will guide students’ thinking about the content without giving them too much information, while also encouraging students to explain their ideas (Hiebert & Wearne, 1993; Maher & Martino, 1992; Moyer & Milewicz, 2002 ).”
Small-Group Reflections: Parallels Between Teacher Discourse and Student Behavior in Peer-Directed Groups (2006, background): “…incorrectly, the teacher was more likely to explain why the answer was incorrect, give the correct procedure, or to ask the student to explain how (s)he obtained the answer (a tendency shown by teachers in other studies; see Moyer & Milewicz, 2002), but these behaviors still occurred infrequently.”
Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions (2008, background): “A substantial number of more recent studies have investigated teachers’ questioning in order to explore students’ learning and understanding of mathematics (e.g., Harrop & Swinson, 2003; Ilaria, 2002; Kawanaka & Stigler, 1999; Martino & Maher, 1999, Moyer & Milewicz, 2002; Yackel & Cobb, 1996).”
Pre-Service Mathematic Teachers’ Knowledge of Students about the Algebraic Concepts (2013, methodology): “These types of questions were inspired by the variety of questions asked by the preservice teachers in Moyer and Milewicz’s (2002) clinical interviews and the preservice teachers’ questions were classified as Instructional questions, investigative questions, and inadequate/not-competent questions.”