A Case Study of the Pedagogical Tensions in Teacher's Questioning Practices When Implementing Reform-Based Mathematics Curriculum in China [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (38th, Sunshine Coast, Queensland, Australia, 2015).

Autor/inn/en	Dong, Lianchun; Seah, Wee Tiong; Clarke, David
Institution	Mathematics Education Research Group of Australasia
Titel	A Case Study of the Pedagogical Tensions in Teacher's Questioning Practices When Implementing Reform-Based Mathematics Curriculum in China [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (38th, Sunshine Coast, Queensland, Australia, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Questioning Techniques; Educational Practices; Educational Strategies; Educational Change; Mathematics Curriculum; Curriculum Implementation; Classroom Techniques; Fidelity; Video Technology; Protocol Materials; Protocol Analysis; Secondary School Mathematics; Teacher Effectiveness; Teaching Methods; Foreign Countries; China + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Befragungstechnik; Fragetechnik; Bildungspraxis; Lehrstrategie; Bildungsreform; Klassenführung; Unterrichtsprotokoll; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	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. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01