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Learning to Elicit Student Thinking: The Role of Planning to Support Academically Rigorous Questioning Sequences during Instruction

Artigo2025

Sheila Orr; Kristen Bieda

Metadados apenas Página oficial: Learning to Elicit Student Thinking: The Role of Planning to Support Academically Rigorous Questioning Sequences during Instruction (abre em nova aba)

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Resumo

The use of questioning to elicit student thinking is one of the cornerstones of ambitious teaching; thus, supporting prospective teachers in this complex practice is a core objective of mathematics teacher education. In this paper, we examine the academic rigor of the sustained questioning sequences prospective teachers use during instruction to elicit student thinking and the possible factor lesson planning plays in enacted sequences involving academically rigorous questions. We analyzed the questions they asked during lessons in an early field experience and traced how prospective teachers prepared for those questions as represented in their lesson plans. From our analysis, we found prospective teachers used three types of sustained questioning sequences when eliciting student thinking in the enactment of the lesson. Further, we found evidence suggesting a connection between the questions asked during enactment of a lesson and the quality of questions prospective teachers incorporated into their lesson plan. These findings inform how mathematics teacher educators can support prospective teachers during lesson planning to prepare to elicit student thinking in productive ways.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Teacher Education
Ano
2025
Idioma
en
Palavras-chave
Questioning Techniques; Teaching Methods; Thinking Skills; Preservice Teachers; Field Instruction; Field Experience Programs; Educational Planning; Lesson Plans
Temas
Formação de Professores de Matemática
ISSN
1386-4416
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ORR, Sheila; BIEDA, Kristen. Learning to Elicit Student Thinking: The Role of Planning to Support Academically Rigorous Questioning Sequences during Instruction. Journal of Mathematics Teacher Education, 2025. Disponível em: http://dx.doi.org/10.1007/s10857-023-09603-5. Acesso em: 5 nov. 2026.

APA

Orr, S., & Bieda, K. (2025). Learning to Elicit Student Thinking: The Role of Planning to Support Academically Rigorous Questioning Sequences during Instruction. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-023-09603-5

BibTeX
@article{orr2025,
  author = {Orr, Sheila and Bieda, Kristen},
  title = {Learning to Elicit Student Thinking: The Role of Planning to Support Academically Rigorous Questioning Sequences during Instruction},
  year = {2025},
  journal = {Journal of Mathematics Teacher Education},
  url = {http://dx.doi.org/10.1007/s10857-023-09603-5},
  language = {en}
}
RIS
TY  - JOUR
AU  - Orr, Sheila
AU  - Bieda, Kristen
TI  - Learning to Elicit Student Thinking: The Role of Planning to Support Academically Rigorous Questioning Sequences during Instruction
PY  - 2025
JO  - Journal of Mathematics Teacher Education
UR  - http://dx.doi.org/10.1007/s10857-023-09603-5
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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