Linking pre-service teachers’ questioning and students’ strategies in solving contextual problems: A case study in Indonesia and the Netherlands
This study examined the relationship between teachers’ questioning techniques and students’ strategies in solving contextual mathematical problems. This case study was undertaken with one pre-service teacher (and 22 Year 4 students) from Indonesia and one pre-service teacher (and 25 Year 4 students) in the Netherlands. Both pre-service teachers assigned the same problems to their students and these problems were novel for the students in both countries. The lessons were observed by the first author and video recorded for data analysis. Qualitative data analysis was undertaken through within-ca... Mehr ...
| Verfasser: | |
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| Dokumenttyp: | Text |
| Erscheinungsdatum: | 2017 |
| Verlag/Hrsg.: |
ScholarWorks at University of Montana
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| Schlagwörter: | Mathematics |
| Sprache: | unknown |
| Permalink: | https://search.fid-benelux.de/Record/base-29197866 |
| Datenquelle: | BASE; Originalkatalog |
| Powered By: | BASE |
| Link(s) : | https://scholarworks.umt.edu/tme/vol14/iss1/8 |
This study examined the relationship between teachers’ questioning techniques and students’ strategies in solving contextual mathematical problems. This case study was undertaken with one pre-service teacher (and 22 Year 4 students) from Indonesia and one pre-service teacher (and 25 Year 4 students) in the Netherlands. Both pre-service teachers assigned the same problems to their students and these problems were novel for the students in both countries. The lessons were observed by the first author and video recorded for data analysis. Qualitative data analysis was undertaken through within-case and cross-case analysis. The findings suggest that the contextual problems, the way pre-service teachers prompt students’ thinking, and the curriculum context were highly influential in the way the students solved the problems.