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Teacher Questioning to Elicit Students’ Mathematical Thinking in Elementary School Classrooms

University of California, Los Angeles, mfranke{at}ucla.edu

Noreen M. Webb

University of California, Los Angeles

Angela G. Chan

University of California, Los Angeles

Marsha Ing

University of California, Riverside

Deanna Freund

University of California, Los Angeles

Dan Battey

Rutgers University

Cognitively Guided Instruction (CGI) researchers have found that while teachers readily ask initial questions to elicit students’ mathematical thinking, they struggle with how to follow up on student ideas. This study examines the classrooms of three teachers who had engaged in algebraic reasoning CGI professional development. We detail teachers’ questions and how they relate to students’ making explicit their complete and correct explanations. We found that after the initial "How did you get that?" question, a great deal of variability existed among teachers’ questions and students’ responses.

Key Words: teaching • mathematics • elementary

Journal of Teacher Education, Vol. 60, No. 4, 380-392 (2009)
DOI: 10.1177/0022487109339906


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