Mathematics Questioning Practices of Pre-Service Special Education Teachers Providing Algebra Tutoring for Students with Learning Disabilities

Autor/inn/en	DeJarnette, Anna Fricano; Hord, Casey
Titel	Mathematics Questioning Practices of Pre-Service Special Education Teachers Providing Algebra Tutoring for Students with Learning Disabilities
Quelle	In: Teacher Education and Special Education, 45 (2022) 4, S.309-330 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeJarnette, Anna Fricano) ORCID (Hord, Casey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/08884064211073573
Schlagwörter	Questioning Techniques; Preservice Teachers; Special Education Teachers; Algebra; Tutoring; Learning Disabilities; Students with Disabilities; Teaching Methods; Mathematics Instruction; Program Effectiveness; Mathematical Logic; Secondary School Students; Ohio (Cincinnati) + Suchen Sie Ihr Suchwort? Befragungstechnik; Fragetechnik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Förderkonzept; Nachhilfeunterricht; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Sekundarschüler
Abstract	Posing questions is a direct way for teachers to push students to verbalize justifications and make connections among ideas--a crucial component of giving students with learning disabilities access to high levels of mathematical reasoning--but this skill is difficult to learn. We recruited four pre-service special education teachers to provide 1-1 algebra tutoring to students with learning disabilities while receiving instruction related to posing mathematics questions and supporting students' reasoning. The pre-service teachers increased their frequency of questions overall and of questions that probed students' thinking or explored mathematical relationships. Students gave correct and complete responses to these more complex questions approximately half of the time; however, pre-service teachers most often reduced the complexity of their questions when students gave incomplete responses. The findings of this study illustrate the potential for pre-service special education teachers to develop questioning routines that engage students with learning disabilities in mathematical reasoning while scaffolding their progress toward new understanding. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01