A Case Study of the Pedagogical Tensions in Teachers' Questioning Practices When Implementing Reform-Based Mathematics Curriculum in China
W SEAH, L Dong, D Clarke, M Marshman (ed.), V Geiger (ed.), A Bennison (ed.)
MERGA | Published : 2015
This study examines a teacher’s questioning strategies in mathematics classrooms in China when implementing reform-based mathematics curriculum. It explores teacher’s strategies to deal with the tensions involved in the creation of opportunities for students to express and communicate mathematics ideas while ensuring the productivity of mathematics communication and the accomplishment of the lesson goals in a limited period of time. By doing so, this study has implications for teacher education and professional development in terms of how to strengthen the links between intended mathematics curriculum reforms and teacher’s actual practices in mathematics classrooms.