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ERIC Number: ED108914
Record Type: RIE
Publication Date: 1974
Pages: 168
Abstractor: N/A
Reference Count: N/A
Instructional Sequence for Improving Teacher Question-Asking in Secondary Mathematics.
Nisbet, Jean Ann
The purpose of this study was to determine the effect of an instructional sequence on the higher-level questioning behavior of a group of secondary mathematics teachers. Major hypotheses were: (1) as a result of the instruction the teachers would show an increase in classroom use of the higher-level questions; (2) student participation in class discussions would increase. Two cognitive levels were considered. Both before and after instruction, teachers taught an assigned topic in a microteaching situation. Main components of the instructional sequence were a handbook on effective mathematics questioning, feedback on the audiotaped pretest, and videotapes showing a model teacher using higher-level questioning strategies. Nine teachers participated in the study. Significant effects included increased percentages of higher-level questions, application-analysis questions, and application questions, and decreased percentage of comprehension questions. The teachers increased their overall use of all types of questions considered (p less than .01). (Author/SD)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 74-25,806, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Arizona State University