Teachers' Use of Questions in Eighth-Grade Mathematics Classrooms in Germany, Japan, and the United States.
Teachers' Use of Questions in Eighth-Grade Mathematics Classrooms in Germany, Japan, and the United States.
复制标题
德国、日本和美国八年级数学课堂上教师对问题的使用。
DOI：
10.1207/s15327833mtl0104_1
复制
发表时间：
1999
影响因子：
1.6
通讯作者：
J. Stigler
中科院分区：
文献类型：
--
作者：
Takako Kawanaka;J. Stigler
德国、日本和美国的教师向学生提出了许多问题，我们认为教师提出的问题影响了学生在课堂上进行数学思考和交流的机会。然而，之前比较高阶问题和低阶问题对学生学习的影响的研究报告了不同的结果。问更多更高层次的问题不仅能提高学生的学习水平。本文报告了我们的尝试，不仅仅是简单地计算学生被问到的问题的数量，而是要理解这些不一致的结果。两项研究调查了三种文化的八年级数学课堂教师使用问题的情况。第一项研究主要采用定量分析，提出了2个问题：(a)在3种文化中，老师和学生在数学课上交谈了多少，(b)老师和学生说了些什么？第二项研究，结合定性描述…
Teachers in Germany, Japan, and the United States pose many questions to their students, and we assumed that the kinds of questions teachers asked influenced students' opportunities to think and communicate mathematically during lessons. However, previous research comparing the effects of higher and lower order questions on student learning have reported mixed results. Asking more higher order questions does not simply improve student learning. This article reports our attempt to go beyond simply counting the number of questions students are asked and to make sense of these inconsistent results. Two studies were conducted in which teachers' use of questions in 8th-grade mathematics classrooms in the 3 cultures was investigated. The 1st study, which employed primarily quantitative analyses, asked 2 questions: (a) How much do teachers and students talk during mathematics lessons in the 3 cultures, and (b) what kinds of things do teachers and students say? The 2nd study, which integrated qualitative descript...