Document Type

Conference Proceeding

Publication Date

11-2015

Comments

This study examined question types utilized by a researcher-teacher to facilitate children’s knowledge of unit fractions through a constructivist-oriented mathematics intervention. Data were derived from six tutoring sessions; analysis examined the nature and utility of employed questions. Preliminary analysis shows the teacher employed four main types and nine sub-types of questions. Future analysis will delineate the how questioning shifted to correspond with the evolution and solidification in children’s conceptions.

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