Examination of Taiwanese Mathematics Teacher Questioning

Hsu, Hui-Yu; Yao, Chen-Yu; Lu, BingYang

doi:10.1007/s10763-022-10313-2

Int J of Sci and Math Educ

2022

DOI: 10.1007/s10763-022-10313-2

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Examination of Taiwanese Mathematics Teacher Questioning

Hui-Yu Hsu

Chen-Yu Yao

BingYang Lu

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Cited by 2 publications

References 49 publications

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Effects of Interaction Qualities Beyond Task Quality: Disentangling Instructional Support and Cognitive Demands

Prediger,

Erath,

Quabeck

et al. 2023

Int J of Sci and Math Educ

View full text Add to dashboard Cite

Instructional quality dimensions of cognitive demands and instructional support have been shown to have an impact on students’ learning gains. Existing operationalizations of these dimensions have mostly used comprehensive ratings that combine various subdimensions of task quality and interaction quality. The current study disentangles interaction quality in a video data corpus study (of 49 middle school classrooms sharing the same tasks) to identify those quality features that predict students’ learning gains in conceptual understanding. The regression analysis reveals that quality features of students’ individual engagement do not predict individual student learning, whereas teachers’ support of learning content-relevant vocabulary predicts the small groups’ learning. For at-risk students, the collective time spent on conceptual practices (i.e. explaining meanings of concepts) on students’ learning is significantly predictive. The observation that different operationalizations (for similar aspects of interaction quality) lead to different impacts on the learning gains contributes to ongoing research efforts to refine and increase insight into aspects of interaction quality.

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Effects of Interaction Qualities Beyond Task Quality: Disentangling Instructional Support and Cognitive Demands

Prediger,

Erath,

Quabeck

et al. 2023

Int J of Sci and Math Educ

View full text Add to dashboard Cite

show abstract

Teachers’ Questioning Practices in Chinese Secondary Biology Classrooms

Zhang,

Lamb

2024

Int J of Sci and Math Educ

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Across the curriculum, the questions that teachers ask in class direct learners’ attention to key subject matter, and shape what they learn. This paper examines the types of questions that Chinese school Biology teachers ask, and considers how and why they vary their questioning in the context of scientific practices. Six teachers from four schools in Xi’an City in mainland China took part. Three lessons were observed for each teacher, followed by interviews in which teachers were asked to focus on specific teaching episodes and explain their questioning. Findings reveal that teachers’ questions were mostly closed-ended, but in certain types of lessons their questions were more open and they used questions to manage class discussion. Teacher questioning is affected by personal beliefs, institutional working practices, and external policy shift, and teachers experienced tension in navigating between these factors. The results have important implications for policy and practice; for example, teacher educators need to recognize the complexity of teacher questioning and encourage teachers to discuss the challenges associated with asking more open questions, while policy-makers need to acknowledge the impact their decisions can have at the classroom level.

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Examination of Taiwanese Mathematics Teacher Questioning

Cited by 2 publications

References 49 publications

Effects of Interaction Qualities Beyond Task Quality: Disentangling Instructional Support and Cognitive Demands

Effects of Interaction Qualities Beyond Task Quality: Disentangling Instructional Support and Cognitive Demands

Teachers’ Questioning Practices in Chinese Secondary Biology Classrooms

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