Teacher Questioning in Problem Solving in Community College Algebra Classrooms

Angeliki Mali, Saba Gerami, Amin Ullah, Vilma Mesa

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

Abstract

In this chapter, we focus on the ways two community college instructors worked with students to demonstrate the solution of contextualized algebra problems in their college algebra lessons. We use two classroom episodes to illustrate how they sought to elicit students' mathematical ideas of algebraic topics, attending primarily to teachers' questioning approaches. We found that the instructors mostly asked questions of lower cognitive demand and used a variety of approaches to elicit the mathematical ideas of the problems, such as using examples relevant to the students and dividing the problems into smaller tasks, that together help identify a solution. We conclude by offering considerations for instruction at community colleges and potential areas for professional development.
Original languageEnglish
Title of host publicationProblem Solving in Mathematics Instruction and Teacher Professional Development
EditorsPatricio Felmer, Peter Liljedahl, Boris Koichu
Place of PublicationCham
PublisherSpringer International Publishing
Pages317-335
Number of pages19
ISBN (Electronic)978-3-030-29215-7
ISBN (Print)978-3-030-29215-7
DOIs
Publication statusPublished - 2019

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