ERIC Number: ED572437
Record Type: Non-Journal
Publication Date: 2015
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
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Available Date: N/A
A Case Study of the Pedagogical Tensions in Teacher's Questioning Practices When Implementing Reform-Based Mathematics Curriculum in China
Dong, Lianchun; Seah, Wee Tiong; Clarke, David
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (38th, Sunshine Coast, Queensland, Australia, 2015)
This study examines a teacher's questioning strategies in mathematics classrooms in China when implementing reform-based mathematics curriculum. It explores teacher's strategies to deal with the tensions involved in the creation of opportunities for students to express and communicate mathematics ideas while ensuring the productivity of mathematics communication and the accomplishment of the lesson goals in a limited period of time. By doing so, this study has implications for teacher education and professional development in terms of how to strengthen the links between intended mathematics curriculum reforms and teacher's actual practices in mathematics classrooms.
Descriptors: Case Studies, Questioning Techniques, Educational Practices, Educational Strategies, Educational Change, Mathematics Curriculum, Curriculum Implementation, Classroom Techniques, Fidelity, Video Technology, Protocol Materials, Protocol Analysis, Secondary School Mathematics, Teacher Effectiveness, Teaching Methods, Foreign Countries
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia
Identifiers - Location: China
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