Purposeful questioning in mathematics: A guiding framework

Holster, Trish

dc.contributor.author	Holster, Trish	en
dc.date.accessioned	2015-04-10T02:09:57Z	en
dc.date.available	2015-04-10T02:09:57Z	en
dc.date.issued	2006-6	en
dc.identifier.citation	ACE papers, Issue 17: Science, Mathematics and Technology Education, Paper 5.	en
dc.identifier.uri	http://hdl.handle.net/2292/25160	en
dc.description	These ACE working papers were a publication of the Auckland College of Education and the last of these was produced in 2006.	en
dc.description.abstract	This paper considers the role of questioning in the teaching and learning process. Concerns raised in the literature indicate the need for a guiding framework to support teachers in using questioning strategies in a more flexible and purposeful manner. In response to this articulated need Fraivillig, Murphy, and Fuson (1999) constructed the Advancing Children’s Thinking (ACT) framework. This framework is described with reference to literature on effective questioning, the role of discourse in classroom culture, and the impact of its use by teachers on children’s opportunities to learn. Strengths of the ACT framework, including alignment to the New Zealand Numeracy Development Project are summarised. Possible limitations and how these might be addressed are briefly considered.	en
dc.language.iso	en	en
dc.relation.ispartofseries	ACE papers	en
dc.rights	Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.	en
dc.rights.uri	https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm	en
dc.title	Purposeful questioning in mathematics: A guiding framework	en
dc.type	Technical Report	en
pubs.issue	17	en