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An analysis of questions and questioning patterns for the development of algebraic thinking in middle and secondary school mathematics classrooms
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182 p.
Note
Chair: Margaret Ford.
Source: Dissertation Abstracts International, Volume: 61-06, Section: A, page: 2224.
Thesis (Ed.D.)--Duquesne University, 2000.
Summary
This study was conducted to detect teacher questioning patterns to build algebraic thinking. An empirical taxonomy was constructed after mapping theoretical constructs of Bloom and Hiebert. Categories were named and described through coding empirical data by key word. The resulting categories were: “Focusing”, “Recalling”, “Conceptualizing”, “Constructing”, “Interpreting”, “Consolidating”, and “Reflecting”. Questions asked by middle and secondary mathematics teachers during problem-solving sessions were then given a category level. Line plots were constructed to detect a pattern of questioning utilized by nine teachers. Frequency bar graphs were also constructed to recognize a category level most frequently used in the problem-solving sessions. The nine teachers in this study were middle and secondary school mathematics teachers, participating in the Linked Learning Mathematics Project, a teacher development program to promote algebraic thinking when problem-solving. These teachers asked students to solve three common problem-solving tasks throughout the year. When the questioning pattern for the similar tasks were compared, what emerged was a back and forth pattern of questioning. Regression analyses of best-fit lines constructed from the time points revealed that the points were not in a linear pattern. The slopes of the best-fit lines were close to 0, indicating that they were scattered among the category levels throughout the session. In addition, the most frequently utilized category of questioning was the “Conceptualizing” category. A general conclusion drawn from the findings was that mathematical questions could be categorized into a taxonomy from lower to higher cognitive levels. A zigzag, rather than a linear model of questioning, was utilized by teachers trained to build algebraic thinking in students. Teachers asked students questions from the “Conceptualizing” level of questioning throughout the duration of the session, indicating that understanding of the conditions and processes within the problem were continually being brought to students' attention throughout the problem-solving process.
Note
Education, Mathematics.
School of Education
School code: 0067.
Alt Author
ISBN
059982767X
MARC
20040811080842.5
040811s2000 ||||||||||||||||| ||eng dnam
UnM UnM
http://authenticate.library.duq.edu/login?url=http://wwwlib.umi.com/dissertations/fullcit/9976889 Access for Duquesne University Authorized Users via ProQuest
http://authenticate.library.duq.edu/login?url=http://wwwlib.umi.com/dissertations/fullcit/9976889 Access for Duquesne University Authorized Users via ProQuest
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