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Does It Really Matter What I Ask? How teacher questioning influences the learning of mathematics

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dc.contributor.author Weinberger, Barbara
dc.date.accessioned 2017-05-04T20:03:01Z
dc.date.available 2017-05-04T20:03:01Z
dc.date.copyright 2017 en_US
dc.date.issued 2017-05-04
dc.identifier.uri http://hdl.handle.net/1828/8064
dc.description.abstract Questioning is an important teaching strategy used when engaging children in mathematics. Teacher questioning influences children’s learning opportunities and thinking. Therefore, there is a need for educators to understand how they use questioning, and to be aware of what kinds of questions are leading to what kinds of results. In this project, I draw on current research and literature to examine how teacher questioning affects the learning of mathematics in early childhood settings. I provide suggestions that teachers may implement to develop their student questioning skills and create a learning environment that encourages deeper levels of thinking. en_US
dc.language.iso en en_US
dc.rights Available to the World Wide Web en_US
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/2.5/ca/ *
dc.subject questioning en_US
dc.subject mathematics en_US
dc.title Does It Really Matter What I Ask? How teacher questioning influences the learning of mathematics en_US
dc.type project en_US
dc.contributor.supervisor Streelasky, Jodi
dc.degree.department Department of Curriculum and Instruction en_US
dc.degree.level Master of Education M.Ed. en_US
dc.description.scholarlevel Graduate en_US


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