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ERIC Number: EJ1085090
Record Type: Journal
Publication Date: 2015
Pages: 24
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1062-9017
Exploring the Relationship between Questioning, Enacted Mathematical Tasks, and Mathematical Discourse in Elementary School Mathematics
Martin, Christie; Polly, Drew; McGee, Jen; Wang, Chuang; Lambert, Richard; Pugalee, David
Mathematics Educator, v24 n2 p3-26 2015
This study examined the mathematical discourse of elementary school teachers and their students while participating in a year-long professional development project focused on implementing reform-based mathematics curriculum. The teacher participants included 12 teachers, two from each grade level from Kindergarten through Grade 5. Field notes were collected during observations and were analyzed as raw qualitative data. Inductive qualitative analyses of classroom observation data indicated that the level of enacted mathematical tasks and teachers' questioning strategies influenced the types of mathematical communication in classrooms. Quantitative analyses of data regarding teachers' level of questioning and implementation of mathematical tasks found an increase in high-level questions and tasks, but the increase was not statistically significant. Implications for the design of professional development and further research in this area are shared.
Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A