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首页> 外文期刊>Journal of Mathematics Teacher Education >Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions
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Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions

机译：六年级数学老师的意图和探究，指导和事实问题的使用

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摘要

This case study of a first-year and an experienced teacher presents an analysis of the place and frequency of three types of questions: probing, guiding, and factual. We examined the use of these questions in the course of five lessons, in order to study the relationship between the part of the lesson and types of questions asked. In addition, we interviewed the teachers to gain insights into their reasons for asking different types of questions. Both teachers asked many more factual questions than other types of questions regardless of their teaching strategies. Both asked more probing questions during the summary part of the lessons than in other parts. The first year teacher asked more probing questions overall than the experienced teacher, except in a lesson in which the experienced teacher engaged student with manipulatives. Guiding questions were rarely used by either teacher. In the interviews, both teachers said asking higher order questions was important for better students’ learning, even though they asked relatively few probing or guiding questions. Using the indicators we developed for question types, we found that the two teachers were aware of the functions of questions they used. Even after a considerable amount of time had elapsed, they were able to recall the lesson from a video clip and explain why they used questions with particular students or in a specific situation
机译：这项针对一年级和经验丰富的老师的案例研究提供了对三种类型的问题的位置和频率的分析：探究，指导和事实。我们在五个课程中检查了这些问题的用法，以研究课程部分与所问问题类型之间的关系。此外，我们采访了老师，以了解他们提出不同类型问题的原因。无论采用哪种教学策略，两位老师都比其他类型的问题提出了更多的事实性问题。在课程的总结部分中，他们都比其他部分提出了更多的探索性问题。一年级的老师比有经验的老师提出了更多的探究性问题，除了在一堂课中，有经验的老师让学生动手。指导问题很少被任何一位老师使用。在采访中，两位老师都说，提出更高层次的问题对于提高学生的学习水平很重要，尽管他们提出的探究或指导问题相对较少。使用针对问题类型开发的指标，我们发现两位老师知道他们使用的问题的功能。即使经过了相当长的时间，他们仍然能够从视频剪辑中回顾课程，并解释为什么他们对特定学生或在特定情况下使用问题

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