Questioning Our Patterns of Questioning

Herbal-Eisenmann, Beth A.; Breyfogle, M. Lynn

doi:10.5951/mtms.10.9.0484

Cited by 89 publications

(17 citation statements)

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“…The teacher was explicitly using purposeful questioning and differentiated between focusing and funneling patterns of questioning (Herbel-Eisenmann and Breyfogle, 2005; Wood, 1998) moving away from getting students to the right answer by asking a series of low-level, closed questions. She wanted her questioning to be more about focusing and responding to students' ideas.…”

Section: Resultsmentioning

confidence: 99%

Enhancing teachers' noticing around mathematics teaching practices through video-based lesson study with peer coaching

Suh

Gallagher

Capen

et al. 2021

IJLLS

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PurposeThe purpose of this study is to examine what teachers notice in their own enactment of eight high leverage practices as well as the patterns of interactions between the teachers and their peers when participating in video-based lesson study.Design/methodology/approachEach teacher taught and uploaded video from one lesson to a platform, which allowed video annotation, for their lesson study team. There were nine lesson study teams. This study used a qualitative design to examine the teachers' comments on their own videos as well as the patterns in the comments between peers on lesson study teams.FindingsTeachers noticed both positive instantiations as well as opportunities for growth in their enactment of: using and connecting mathematical representations, posing purposeful questions and supporting students' productive struggle. Analysis displayed a pattern of exchanges where peers coached, validated, empathized and pushed each other beyond their comfort zone as critical peers.Research limitations/implicationsAlthough not all lesson study teams were made up of school-based teams and the teachers shared short recordings of their teaching, this research contributes to the understanding of how adapting lesson study by using video can help teachers notice their instantiation of teaching practices and peers can support and push one another towards ambitious instruction. Future research could extend this work by investigating the impact of video-based lesson study on teachers in isolated areas who may not have professional learning networks.Practical implicationsVideo-based LS may help to overcome barriers to the implementation of lesson study, such as the challenge of scheduling a common release time for lesson observation and the financial burden of funding substitute teachers for release time.Originality/valueThe current realities of COVID-19 creates an opportunity for mathematics educators to reimagine teacher professional development (PD) in ways that push the field forward. In light of this disruption, the authors propose an innovative model of utilizing video-based Lesson Study (LS; Lewis, 2002) with peer coaching to offer PD opportunities with methodological considerations for both mathematics researchers and teacher practitioners. The authors document and analyze a collection of online LSs that were taught by a focal teacher and recorded for the peers in the LS group. Video-based LS PD structure allowed the authors to examine how they can leverage this online model of LS to analyze student thinking and learn about teaching rich tasks in an online environment using eight teaching practices. Through their paper the authors will detail the necessary features of online LS specifically using a video annotation tool like Goreact and how video can be used to enhance the professional learning of the mathematics teaching practices (MTPs; NCTM, 2014) and the noticing of student thinking (Jacobs et al., 2010; Sherin and van Es, 2009; van Es and Sherin, 2002, 2008). In addition, the authors will document the norms that were established in the online LS community that impacted collaboration of LS teams and developed strong peer coaching relationships. The online LS PD design also supports collaboration of teachers from varying contexts, promotes professional growth and demonstrates how educators might leverage peer coaches as social capital within their schools to develop teachers along the professional continuum.

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Section: Resultsmentioning

confidence: 99%

Enhancing teachers' noticing around mathematics teaching practices through video-based lesson study with peer coaching

Suh

Gallagher

Capen

et al. 2021

IJLLS

View full text Add to dashboard Cite

show abstract

“…The most prevalent model of classroom interactions, which teachers apply in mathematics classroom discussions, is Initiation-Response-Evaluation (IRE) pattern (Mehan, 1979). In IRE pattern, the teacher initiates the question, a student gives a response, and the teacher evaluates the response (Herbel-Eisenmann & Breyfogle 2005). In such a discussion environment, the teacher responses to students" ideas either confirming, correcting, or leading students to reach the correct answer.…”

Section: Responding To Student Thinkingmentioning

confidence: 99%

Pre-service mathematics teachers responding to student thinking in their teaching experiences

Taşdan

Kabar

2022

JPR

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While noticing has received extensive attention from researchers with regards to pre-service and in-service teachers, there has been little research on how pre-service mathematics teachers respond to student thinking in the mathematical discussions. The aim of the study was to investigate pre-service mathematics teachers" (PSMTs) ways of responding to student thinking and the extent they focused on student thinking while responding to them. Two PSMTs" planned lessons were observed by the university supervisor and the cooperating teacher. Data was collected through lesson plans, video recordings of the PSMTs" teaching and the observation notes by the supervisor. The constant comparative method was performed throughout the qualitative data analysis. The results initially revealed that although PSMTs could use different types of actions such as eliciting, repeating, redirecting, teaching and encouraging to respond to student thinking during their teaching experiences, their responding to student ideas did not follow a single path or a pattern for their lessons. In terms of the ways of responding, PSMTs dominantly used eliciting, repeating, and evaluating, while explaining, extending and probing student thinking were less preferred. The results provide important cases to help mathematics teacher educators to understand the PSMTs" ways of responding to student thinking and their tendencies towards being able to focus on student thinking while responding to them. Finally, the paper discusses the educational implications of the results.

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“…By the fifth training session, teacher questioning became our primary pedagogical focus. The first distinction we made with respect to questioning was between "funneling" patterns of interactions (i.e., sequences of IRF exchanges) and "focusing" patterns of interaction (Herbel-Eisenmann & Breyfogle, 2005;Wood, 1994). We emphasized with PSTs that focusing patterns of interaction would require a teacher to listen carefully to a student's comments and pose questions that directly build upon a student's thinking.…”

Section: The Tutor Trainingmentioning

confidence: 99%

Mathematics Questioning Practices of Pre-Service Special Education Teachers Providing Algebra Tutoring for Students With Learning Disabilities

DeJarnette

Hord

2022

Teacher Education and Special Education: The Journal of the Tea

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Posing questions is a direct way for teachers to push students to verbalize justifications and make connections among ideas—a crucial component of giving students with learning disabilities access to high levels of mathematical reasoning—but this skill is difficult to learn. We recruited four pre-service special education teachers to provide 1-1 algebra tutoring to students with learning disabilities while receiving instruction related to posing mathematics questions and supporting students’ reasoning. The pre-service teachers increased their frequency of questions overall and of questions that probed students’ thinking or explored mathematical relationships. Students gave correct and complete responses to these more complex questions approximately half of the time; however, pre-service teachers most often reduced the complexity of their questions when students gave incomplete responses. The findings of this study illustrate the potential for pre-service special education teachers to develop questioning routines that engage students with learning disabilities in mathematical reasoning while scaffolding their progress toward new understanding.

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Questioning Our Patterns of Questioning

Cited by 89 publications

References 0 publications

Enhancing teachers' noticing around mathematics teaching practices through video-based lesson study with peer coaching

Enhancing teachers' noticing around mathematics teaching practices through video-based lesson study with peer coaching

Pre-service mathematics teachers responding to student thinking in their teaching experiences

Mathematics Questioning Practices of Pre-Service Special Education Teachers Providing Algebra Tutoring for Students With Learning Disabilities

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