Teacher Questioning Sequences in Middle School Mathematics Classrooms

A Cross-Cultural Video Analysis Across Units of Consecutive Lessons in China and Australia
Erscheinungsjahr 2027
ISBN: 978-981-9293-21-6
Verlag: Springer

Buch, Englisch, Format (B × H): 155 mm x 235 mm

Reihe: Education in the Asia-Pacific Region: Issues, Concerns and Prospects

This book advances our understanding of teacher questioning through a cross-cultural video analysis of lower secondary mathematics lessons in China and Australia. Examining instructional practice in two contrasting educational settings, it shows how teachers strategically deploy questioning sequences to pursue instructional goals and to navigate the tensions that arise in classroom interaction.

Moving beyond the conventional view of IRF (Initiation/Response/Follow-up) as a rigid recitation script, the book repositions IRF as a flexible analytic platform for interpreting teacher–student interaction. It presents a purpose-built video coding framework for analyzing questioning sequences in secondary mathematics classrooms, and demonstrates why teaching strategies must be examined across a unit of consecutive lessons rather than in isolated episodes.

Readers will gain a finer-grained account of why mathematics teachers question differently in different cultural contexts, and how questioning strategies enable or constrain the realization of instructional goals. This book will be of interest to researchers in mathematics education and teacher education, as well as to scholars working on classroom interaction, comparative education, and video-based research methods.

Zielgruppe

Research

Autoren/Hrsg.

Dong, Lianchun

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Mathematik | Informatik Mathematik Mathematik Allgemein
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem

Inhaltsverzeichnis

1 A history of pursuing effective questions in mathematics classrooms.- 2 Questioning sequences: going beyond effective question types.- 3 Investigating questioning sequences in a unit of consecutive lessons.- 4 Complexity of questioning sequences through cross-cultural perspectives.- 5 Chinese mathematics teachers’ questioning sequences: Cases from Beijing and Jiangsu.- 6 Australian mathematics teachers’ questioning sequences: Cases from Melbourne.- 7 A cultural interpretation of teachers’ strategies of sequencing questions.- 8 Revisiting teacher questioning practices.

Über Autor(innen)

Lianchun Dong is an Associate Professor of Mathematics education in College of Science, Minzu University of China. He holds a Ph.D degree from  Melbourne Graduate School of Education at University of Melbourne, Australia. He has been working at Minzu University of China since he completed his PhD degree. He teaches undergraduate courses including Calculus, Linear Algebra and Probability and postgraduate courses including Mathematics Curriculum and Textbooks, Middle and High School Mathematics Instruction, and Research Methods in Mathematics Education.

His research interests include mathematics textbook and curricula, classroom interaction, teacher questioning, knowledge for teaching mathematics, growth mindset and mathematics learning, cross-cultural studies in mathematics teaching and learning, etc. His recent research projects focus on mathematics learning and growth mindset, aiming to investigate how to cultivate students’  growth mindset and its impacts on students’ problem posing and solving performances.