Teacher Questioning to Elicit Students’ Mathematical Thinking in Elementary School Classrooms

By M. Franke, N. Webb, Angela G. Chan, Marsha Ing, Deanna Freund, Dan Battey. 2009

345 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/d01e6d80b5502f7d3828f715cb61e8d06b5eb4a2

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Enhancing students’ mathematical reasoning in the classroom: teacher actions facilitating generalization and justification (2017, background): “A single question (either specific or general) is often not enough to uncover enough detail of students’ reasoning processes, thus requiring a sequence of actions on following up students’ ideas (Franke et al., 2009).”
Teacher interventions in small group work in secondary mathematics and science lessons (2016, background): “Other research, particularly on mathematics lessons, has found that non-content specific questions do not lead to students providing explanations (Franke et al. 2009; Henningsen and Stein 1997; Kyriacou and Issitt 2008; Meloth and Deering 1999).”
Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy (2017, background): “It is this vision of teaching, promoted by national reform documents and the mathematics education research community (Franke et al., 2009; Lampert, Beasley, Ghousseini, Kazemi, & Franke, 2010; NCTM, 2014; NRC, 2001), as well as reflected in assessment systems for improving teaching (Darling-Hammond”
Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves (2016, background): “We want to be clear that we also value the power of whole-group discussions (Chapin et al. 2009; Franke et al. 2009), and we note that Ms.”
Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities (2014, background): “In addition, Boaler and Brodie (2004) and Franke et al. (2009) emphasized the role of questions in engaging students in discussions.”
Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge (2011, background): “In other disciplines, a regular emphasis on student thinking in classrooms has been identified as a key link in supporting students’ learning (e.g., Atkin & Coffey, 2003; Ball, 1993; Franke et al., 2009; Hammer, 1997).”
Decentering: A construct to analyze and explain teacher actions as they relate to student thinking (2016, background): “The purpose of this article is to extend the literature on what is entailed in teachers effectively focusing on and leveraging student thinking during teaching, from the elementary level (Carpenter et al. 2000; Franke et al. 2011; Franke et al. 2009; Jacobs et al. 2010) to the secondary level.”
Teacher moves for supporting student reasoning (2018, background): “Students experience few opportunities to share their ideas or ask questions (Cazden 2001; Graesser and Person 1994), and student participation is often relegated to responses to teachers’ queries about facts and procedures (Franke et al. 2009).”
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice (2015, methodology): “…analyzed them for evidence of reform-oriented mathematics practices, such as eliciting student thinking, exploring and probing student ideas, and comparing and contrasting student-generated strategies (Carpenter & Lehrer, 1999; CCSI, 2011; Franke et al., 2009; NCTM, 2000; NRC, 2001; Sherin, 2000).”