Teacher questioning to promote justification and generalization in mathematics: What research practice has taught us

Journal of Mathematical Behavior

Volumn 18, Issue 1, 1999, Pages 53-78

  Martino, Amy M ^a   Maher, Carolyn A ^a  

^a RUTGERS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033095839     PISSN: 07323123     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0732-3123(99)00017-6     Document Type: Article

References (30)

1. Alston, Alice S., & Maher, Carolyn A. (1993). Tracing milin's building of proof by mathematical induction: A case study. In B. Pence (Ed.), Proceedings of the Fifteenth Annual Meeting for the North American Chapter for the Psychology of Mathematics Education (Vol. 2, pp. 1-7). CA: Pacific Grove.
2. Burns, Marilyn. (1985). The role of questioning. The Arithmetic Teacher, 32(6), 14-17.
3. Davis, Robert B., & Maher, Carolyn A. (1990). What do we do when we learn mathematics? in R. B. Davis & C. A. Maher (Eds.), Constructivist Views on the Teaching and Learning of Mathematics (pp. 53-69). Reston, VA: NCTM.
4. Davis, Robert B., & Maher, Carolyn A. (1993). Children's development of methods of proof. In I. Hirabayashi, N. Nohda, K. Shigematsu, & F. Lin (Eds.), Proceedings of the Seventeenth Annual Conference of the International Group for the Psychology of Mathematics Education (pp. 107-112). Tsukuba, Japan.
5. Davis, Robert B., Maher, Carolyn A., & Martino, Amy M. (1992). Using videotapes to study the construction of mathematical knowledge of individual children working in groups. Journal of Science Education and Technology, 1(3), 177-189.
6. Greer, Brian, & Harel, Guershon. (1998). The role of isomorphisms in mathematical cognition. The Journal of Mathematical Behavior, 17(1), 5-24.
7. Klinzing, G., Klinzing-Eurich, G., & Tisher, R. P. (1985). Higher cognitive behaviors in classroom discourse: Congruency between teachers' questions and pupils' responses. The Australian Journal of Education, 29(1), 63-75.
8. Leder, Gila. (1993). Reconciling affective and cognitive aspects of mathematics learning: Reality or a pious hope? In I. Hirabayashi, N. Nohda, K. Shigematsu, & F. Lin (Eds.), Proceedings of the Seventeenth Annual Conference of the International Group for the Psychology of Mathematics Education. Tsukuba, Japan.
9. Maher, Carolyn A. (1988). The teacher as designer, implementer, and evaluator of children's mathematical learning environments. The Journal of Mathematical Behavior, 6, 295-303
10. Maher, Carolyn A. (1996). Constructivism and constructivist teaching - Can they co-exist? In Proceedings of the Eighth International Congress for Mathematics Education. Spain: Sevilla.
11. Maher, Carolyn A. (1998a). Constructivism and constructivist teaching - Can they co-exist? In O. Bjorkqvist (Ed.), Mathematics Teaching from a Constructivist Point of View (pp. 29-42). Finland: Abo Akademi, Pedagogiska Fakulteten.
12. Maher, Carolyn A. (1998b). Can Teachers Help Children Make Convincing Arguments? A Glimpse into the Process. Rio de Janeiro, Brazil: Universidade Santa Ursula.
13. Maher, Carolyn A., & Martino, Amy M. (1991). The construction of mathematical knowledge by individual children working in groups. In F. Furinghetti (Ed.), Proceedings of the Fifteenth Annual Conference of the International Group for the Psychology of Mathematics Education (pp. 365-372). Assisi, Italy.
14. Maher, Carolyn A., & Martino, Amy M. (1992a). Conditions which contribute to conceptual change in ideas related to proof. In Proceedings of the Seventh International Congress for Mathematics Education. Laval, Quebec.
15. Maher, Carolyn A., & Martino, Amy M. (1992b). Individual thinking and the integration of the ideas of others in problem solving situations. In W. Geeslin, J. Ferrini-Mundy, & K. Graham (Eds.), Proceedings of the Sixteenth Annual Conference of the International Group for the Psychology of Mathematics Education (pp. 72-79). Durham, NH: University of New Hampshire.
16. Maher, Carolyn A., & Martino, Amy M. (1993). Four case studies of the stability and durability of children's methods of proof. In B. Pence (Ed.), Proceedings of the Fifteenth Annual Meeting for the North American Chapter for the Psychology of Mathematics Education (Vol. 2, pp. 33-39). Pacific Grove, CA.
17. Maher, Carolyn A., & Martino, Amy M. (1997). Conditions for conceptual change: From pattern recognition to theory posing. In H. Mansfield (Ed.), Young Children and Mathematics: Concepts and their Representations. Durham, NH: Australian Association of Mathematics Teachers.
18. Maher, Carolyn A., & Martino, Amy M. (1998). Brandon's proof and isomorphism. In C. A. Maher (Ed.), Can Teachers Help Children Make Convincing Arguments? A Glimpse into the Process (pp. 77-101). Rio de Janeiro, Brazil: Universidade Santa Ursula.
19. Maher, Carolyn A., & Speiser, Robert. (1997). How far can you go with block towers? Stephanie's intellectual development. Journal of Mathematical Behavior, 16(2), 125-132.
20. Maher, Carolyn A., Davis, Robert B., & Alston, Alice A. (1992). Implementing a "thinking curriculum" in mathematics. The Journal of Mathematical Behavior, 10, 219-224.
21. Maher, Carolyn A., Martino, Amy M., & Alston, Alice A. (1993). Children's construction of mathematical ideas over time. In B. Atweh, G. Booker, M. Carss, & C. Kanes (Eds.), Proceedings of the Sixteenth Annual Conference Mathematics Education Research Group of Australasia (pp. 7-39). Brisbane, Australia.
22. Maher, Carolyn A., Martino, Amy M., & Davis, Robert B. (1996). Young children's development of mathematical proofs. Journal for Research in Mathematics Education.
23. Martino, Amy M. (1992). Elementary Students' Construction of Mathematical Knowledge: Analysis by Profile. Unpublished doctoral dissertation. Rutgers University.
24. McCullough, D., & Findley, E. (1983). Teaching: How to ask effective questions. The Arithmetic Teacher, 30(1), 8-10.
25. National Council of Teachers of Mathematics. (1991). Professional Standards for Teaching Mathematics. Reston, VA: NCTM.
26. Perry, M., Vanderstoep, S., & Yu, S. (1993). Asking questions in first-grade mathematics classes: Potential influences on mathematical thought. Journal of Educational Psychology, 85(1), 31-40.
27. Proudfit, L. (1992). Questioning in the elementary mathematics classroom. School Science and Mathematics, 92(3), 133-135.
28. Rowe, M. (1974). Wait-time and rewards as instructional variables: Their influence on language, logic and fate control. Part 1. Journal of Research in Science Teaching, 11, 81-94.
29. Sullivan, P., & Clarke, D. (1992). Problem solving with conventional mathematics content: Responses of pupils to open mathematical tasks. Mathematics Education Research Journal, 4(1), 42-60.
30. Wilkinson, Louise C., & Martino, Amy M. (1993). Students' disagreements during small-group mathematical problem solving. in R. B. Davis & C. A. Maher (Eds.), Schools, Mathematics and the World of Reality (pp. 135-171). Needham Heights, MA: Allyn & Bacon.