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Teacher questioning to support young students to interpret and explain their critical mathematical thinking
Monteleone, Chrissy
Monteleone, Chrissy
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Abstract
This paper examines the types of teacher questions that assist young students to interpret and explain their critical mathematical thinking (CMT). Focusing on students who enter their first year of formal schooling (aged 5-6 years), this paper draws on data from a one-on-one task based clinical interview conducted with 16 students. Teacher questioning data were analysed for question type (probing, factual, guiding) and further analysed against the conceptualized critical mathematical thinking framework for young students. Findings indicated that when teachers used clarifying, noting relationships, and offering opinions style probing questions, young students were supported to interpret and explain their critical mathematical thinking.
Keywords
Date
2022
Type
Conference paper
Journal
Book
Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia
Volume
Issue
Page Range
402-409
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Relation URI
DOI
Open Access Status
Open access
License
All rights reserved
File Access
Open