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Description:
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This study investigates the components within teacher questioning and how they
affect communication within the mathematics classroom . Components examined are the
type of question , the amount of wait time allowed , the use of follow -up questions , and
the instructional setting . The three types of questions analyzed in this study were highorder ,
low -order , and follow -up questions . High -order questions are defined as questions
which promote analysis , synthesis or evaluation of information versus low -order
questions which only seek procedural or knowledge of basic recall of information . The
third type of question , follow -up , is the second question asked of a student when the
initial question is not answered or answered incorrectly .
This study observed video of three teachers from three different adjacent school
districts . Upon watching three lessons of each teacher and recording data , conclusions
were made . All three teachers were found to use low -order questions at least 50 % of the
time during instruction . Wait time following high -order questions met the minimum
three second time as suggested from previous researchers . Follow -up questions were
found to occur more frequently after high -order questions , but followed similar trends as
stated above related to the type of question asked . Instructional setting does differ in the types of questions asked with a small group setting more likely to elicit high -order
questions than a whole group setting . The researcher concluded that high -order questions
with a minimum of three seconds wait time in a small group setting encourage
communication within the mathematics classroom . |