Similarities and differences in teachers’ questioning in German and Japanese mathematics classrooms View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2013-03

AUTHORS

Yuka Koizumi

ABSTRACT

This study aims to capture similarities and differences in teachers’ questioning in German and Japanese mathematics classrooms, specifically focusing on the stage of introducing new mathematical content. The author analyzed consecutive mathematics classes taught by experienced teachers in Germany and Japan, who were recruited based on their locally defined “teaching competence” in the Learner’s Perspective Study. The results revealed that even questions that required students to recall previously learned content or provide the results of a calculation, which were regarded as lower cognitive questions in previous studies, played key roles at the stage of introducing new mathematical content in both German and Japanese classrooms. Further, distinctive patterns in the sequences of teachers’ questioning were identified. These differences suggest what is valued as quality mathematics teaching in each educational system. More... »

PAGES

47-59

References to SciGraph publications

Journal

TITLE

ZDM

ISSUE

1

VOLUME

45

Author Affiliations

From Grant

  • Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1007/s11858-012-0482-2

    DOI

    http://dx.doi.org/10.1007/s11858-012-0482-2

    DIMENSIONS

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