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The interplay between teacher questioning and student reasoning

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TitleInfo
Title
The interplay between teacher questioning and student reasoning
Name (type = personal)
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Gerstein
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Miriam
NamePart (type = date)
1984-
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Miriam Gerstein
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author
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Maher
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Carolyn
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Carolyn Maher
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Advisory Committee
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chair
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Powell
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Arthur
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Arthur Powell
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Advisory Committee
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internal member
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Morrow
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Lesley
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Lesley Morrow
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Advisory Committee
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internal member
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Upetegrove
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Elizabeth
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Elizabeth Upetegrove
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Advisory Committee
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outside member
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Rutgers University
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degree grantor
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School of Graduate Studies
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school
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Text
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theses
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2017
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2017-10
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2017
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xx
Language
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eng
Abstract (type = abstract)
The purpose of the qualitative study is to describe patterns of relationships between teacher questioning and student responses, especially student reasoning. This study is positioned in the longitudinal/cross sectional research study of the development of students’ mathematical thinking and reasoning conducted at Rutgers University that spanned over twenty-five years. Data were analyzed from sessions that were conducted in urban, working class, and suburban settings, from a range of age levels conducted by different researchers and from different content domains. The discourse from classroom settings as well as informal learning environments are examined. Little research has been conducted on the association between teacher questioning and the production of varied forms of reasoning by students. Hence, the objective was to identify how differing styles of questioning demonstrated by the researchers were associated with the production of students’ reasoning. Representative sessions facilitated by four researchers were examined to investigate researcher questioning and discourse moves and student responses in building proof-like justifications. Results indicated that certain types of questioning techniques employed by researchers were associated with ways the students formulated their solutions, extended their reasoning, made connections, or otherwise enhanced or refined their solutions. Accompanying the qualitative analysis of the data, are video narratives (VMCAnalytics) that demonstrate the different categories of teacher questioning that were associated with students’ reasoning and their productions of justifications. By analyzing questioning in various settings, at different age levels, and by multiple researchers, one gains insight into the relationships of teacher questioning and patterns of student reasoning. This study indicates that the extensive use of probing and eliciting questions, as well as questions posed to encourage engagement, engenders a learning environment that is conducive to argumentation, justification, and reasoning. Such targeted questioning can prompt students to articulate their strategies and logic, use evidence to support their conclusions, and justify and give detailed explanation of their thought processes, and serves as a catalyst for students to challenge or support each other’s arguments. Findings, accompanied by the video narratives, are offered to show patterns of effective questioning techniques that may lead students to clarify and formulate their own mathematical thinking and to independently discover mathematical facts and realities.
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Topic
Education
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Title
Rutgers University Electronic Theses and Dissertations
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ETD
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ETD_8405
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Form (authority = gmd)
electronic resource
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application/pdf
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text/xml
Extent
1 online resource (xii, 184 p. : ill.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
Mathematics--Study and teaching
Note (type = statement of responsibility)
by Miriam Gerstein
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TitleInfo
Title
School of Graduate Studies Electronic Theses and Dissertations
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rucore10001600001
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NjNbRU
Identifier (type = doi)
doi:10.7282/T36Q21C9
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Gerstein
GivenName
Miriam
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2017-09-26 01:41:28
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Name
Miriam Gerstein
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Copyright holder
Affiliation
Rutgers University. School of Graduate Studies
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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.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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