Teacher questioning and invitations to participate in advanced mathematics lectures

We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the universi...

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Bibliographic Details
Published in:Educational studies in mathematics 2018-05, Vol.98 (1), p.1-17
Main Authors: Paoletti, Teo, Krupnik, Victoria, Papadopoulos, Dimitrios, Olsen, Joseph, Fukawa-Connelly, Tim, Weber, Keith
Format: Article
Language:English
Subjects:
Advanced Courses
Collaborative learning
College Faculty
College Mathematics
College Students
Colleges & universities
Course Content
Education
Educational research
Lecture Method
Lecturers
Mathematical analysis
Mathematics
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Questioning
Reasoning
Students
Teaching Methods
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Summary:We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the university level. Because we are unaware of other studies examining advanced mathematics lecturers' questioning, we first analyzed the data using an open coding scheme to categorize the types of content lecturers solicited and the opportunities they provided students to participate in generating course content. In a second round of analysis, we examined the extent to which lecturers provide students with opportunities to generate mathematical contributions and to engage in reasoning that researchers have identified as important in advanced mathematics. Our findings highlight that, although lecturers asked many questions, lecturers did not provide substantial opportunities for students to participate in generating mathematical content and reasoning. Additionally, we provide several examples of lecturers providing students with some opportunities to generate important contributions. We conclude by providing implications and areas for future research.
ISSN:0013-1954
1573-0816
DOI:10.1007/s10649-018-9807-6