{"title":"数学方法课程提问的显式教学:职前教师探究性提问的尝试","authors":"Susie Morrissey, Ozgul Kartal, G. Popović","doi":"10.51272/PMENA.42.2020-262","DOIUrl":null,"url":null,"abstract":"After an explicit unit of core activities on questioning, preservice teachers (PTs) completed an assignment to select a problem-solving task, anticipate student solutions, and plan probing questions. After analyzing PTs’ work, we discovered that, although most PTs planned probing questions, many also planned questions focused on information or procedures. Next steps include exposing PTs to probing questions focused on meanings, context, or representations.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"7 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Explicit teaching of questioning in math methods course: Preservice teachers’ attempts to ask probing questions\",\"authors\":\"Susie Morrissey, Ozgul Kartal, G. Popović\",\"doi\":\"10.51272/PMENA.42.2020-262\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"After an explicit unit of core activities on questioning, preservice teachers (PTs) completed an assignment to select a problem-solving task, anticipate student solutions, and plan probing questions. After analyzing PTs’ work, we discovered that, although most PTs planned probing questions, many also planned questions focused on information or procedures. Next steps include exposing PTs to probing questions focused on meanings, context, or representations.\",\"PeriodicalId\":68089,\"journal\":{\"name\":\"数学教学通讯\",\"volume\":\"7 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-12-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"数学教学通讯\",\"FirstCategoryId\":\"1089\",\"ListUrlMain\":\"https://doi.org/10.51272/PMENA.42.2020-262\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"数学教学通讯","FirstCategoryId":"1089","ListUrlMain":"https://doi.org/10.51272/PMENA.42.2020-262","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Explicit teaching of questioning in math methods course: Preservice teachers’ attempts to ask probing questions
After an explicit unit of core activities on questioning, preservice teachers (PTs) completed an assignment to select a problem-solving task, anticipate student solutions, and plan probing questions. After analyzing PTs’ work, we discovered that, although most PTs planned probing questions, many also planned questions focused on information or procedures. Next steps include exposing PTs to probing questions focused on meanings, context, or representations.
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