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Why Ask Why? An Analysis of Teachers' Why-Questions in Elementary and Middle Grade Mathematics Classrooms

Artigo2026

Kathleen Melhuish; Sharon K. Strickland; Simon Han; M. Alejandra Sorto

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Resumo

Teacher questioning serves a crucial role in creating classrooms where students' mathematical reasoning is centered. Generally, why-questions are positioned as powerful tools to probe student thinking and engage students in mathematical argumentation. Yet, in our recent research we found that why-questions did not serve to differentiate traditional classrooms from those with a focus on justification and explanation. In this study, we investigated how linguistically similarly why-questions may operate differently. We leveraged disparate literature bases to frame the ambiguity of why-questions and analyzed a set of 61 lessons representing three school districts and spanning grades four through eight. We found that expected student responses to why-questions ranged from a recalled fact to rich justification depending on a number of contextual features. These differences in why-questions accounted for significant variation in student activity in lessons. We suggest that mathematics teacher educators similarly problematize why-questions in order to maximize their potential.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Teacher Education
Ano
2026
Idioma
en
Palavras-chave
Mathematics Instruction; Questioning Techniques; Mathematical Logic; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Responses; Teacher Education; Elementary School Teachers; Middle School Teachers
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
MELHUISH, Kathleen et al.. Why Ask Why? An Analysis of Teachers' Why-Questions in Elementary and Middle Grade Mathematics Classrooms. Journal of Mathematics Teacher Education, 2026. Disponível em: http://dx.doi.org/10.1007/s10857-024-09644-4. Acesso em: 5 nov. 2026.

APA

Melhuish, K., Strickland, S. K., Han, S., & Sorto, M. A. (2026). Why Ask Why? An Analysis of Teachers' Why-Questions in Elementary and Middle Grade Mathematics Classrooms. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-024-09644-4

BibTeX
@article{melhuish2026,
  author = {Melhuish, Kathleen and Strickland, Sharon K. and Han, Simon and Sorto, M. Alejandra},
  title = {Why Ask Why? An Analysis of Teachers' Why-Questions in Elementary and Middle Grade Mathematics Classrooms},
  year = {2026},
  journal = {Journal of Mathematics Teacher Education},
  url = {http://dx.doi.org/10.1007/s10857-024-09644-4},
  language = {en}
}
RIS
TY  - JOUR
AU  - Melhuish, Kathleen
AU  - Strickland, Sharon K.
AU  - Han, Simon
AU  - Sorto, M. Alejandra
TI  - Why Ask Why? An Analysis of Teachers' Why-Questions in Elementary and Middle Grade Mathematics Classrooms
PY  - 2026
JO  - Journal of Mathematics Teacher Education
UR  - http://dx.doi.org/10.1007/s10857-024-09644-4
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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