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Teacher questions that engage students in mathematical conversation

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TypeOfResource
Text
TitleInfo (ID = T-1)
Title
Teacher questions that engage students in mathematical conversation
Identifier
ETD_1635
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051358
Language
LanguageTerm (authority = ISO639-2)
eng
Genre (authority = marcgt)
theses
Subject (ID = SBJ-1); (authority = RUETD)
Topic
Education
Subject (ID = SBJ-1); (authority = ETD-LCSH)
Topic
Mathematics--Study and teaching
Abstract
Currently, mathematics educators argue that teachers should create classrooms where students are engaged in conversation about mathematical ideas. However, to achieve these goals, it is important that teachers understand how to engage students in discussion. I address this issue by describing questioning techniques that teachers can use to make students' reasoning public and encourage conversation. In this thesis, I examined two student-centered classrooms. The first was three sessions from a high school pre-calculus class, the second was three after school sessions from a longitudinal study in which students solved challenging open-ended mathematics problems (Maher, 2002). The common thread between both research environments was an emphasis on student conversation and thinking, which allowed for a rich data in order to answer my research questions.
The two main questions guiding my research are: What kinds of questions do these two mathematics teachers in student-centered settings ask; and to what extent and in what ways did these teachers' questions engage students in mathematical conversation? These research questions led me to identify teacher questions and student responses, and examine how teachers used questioning to engage students in conversation.
In order to answer my first research question, I used inductive coding to describe teacher questions and student responses. To answer the second research question, I began with a quantitative approach to determine the frequencies of each question and response. Additionally, a frequency chart relating student responses that immediately followed teacher questions allowed insight into how teachers elicited student reasoning in conversation. For a descriptive account of how these teachers engaged students in mathematical conversation, I used inductive coding to examine patterns in teacher questioning. This coding process resulted in questioning themes that describe how the teachers used questioning to elicit reasoning and promote conversation in their classroom.
PhysicalDescription
Form (authority = gmd)
electronic resource
Extent
xi, 446 p. : ill.
InternetMediaType
application/pdf
InternetMediaType
text/xml
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references (219-225)
Note (type = statement of responsibility)
by Daniel R. Ilaria
Name (ID = NAME-1); (type = personal)
NamePart (type = family)
Ilaria
NamePart (type = given)
Daniel R.
NamePart (type = date)
1975
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author
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Daniel R. Ilaria
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Weber
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Keith
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chair
Affiliation
Advisory Committee
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Keith Weber
Name (ID = NAME-3); (type = personal)
NamePart (type = family)
Maher
NamePart (type = given)
Carolyn
Role
RoleTerm (authority = RULIB); (type = )
internal member
Affiliation
Advisory Committee
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Carolyn Maher
Name (ID = NAME-4); (type = personal)
NamePart (type = family)
Roberts
NamePart (type = given)
Fred
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RoleTerm (authority = RULIB); (type = )
internal member
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Advisory Committee
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Fred Roberts
Name (ID = NAME-5); (type = personal)
NamePart (type = family)
Alcock
NamePart (type = given)
Lara
Role
RoleTerm (authority = RULIB); (type = )
outside member
Affiliation
Advisory Committee
DisplayForm
Lara Alcock
Name (ID = NAME-1); (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB); (type = )
degree grantor
Name (ID = NAME-2); (type = corporate)
NamePart
Graduate School - New Brunswick
Role
RoleTerm (authority = RULIB); (type = )
school
OriginInfo
DateCreated (point = ); (qualifier = exact)
2009
DateOther (qualifier = exact); (type = degree)
2009-05
Place
PlaceTerm (type = code)
xx
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3668DFV
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (AUTHORITY = GS); (ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
RightsEvent (AUTHORITY = rulib); (ID = 1)
Type
Permission or license
Detail
Non-exclusive ETD license
AssociatedObject (AUTHORITY = rulib); (ID = 1)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical

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ETD
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application/pdf
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application/x-tar
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1003520
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