“小学课堂教师提问引发学生的数学思维-认知指导型教学”的研究者们发现当教师准备好提出最初的问题去引导学生的数学思维时,教师们在如何跟得上学生的想法而纠结.该研究调查了三位一线教师,他们从事代数推理认知指导型的实践.我们详细列出了教师的问题以及它们与学生们做出完整的、正确的解释之间的关系.我们发现在教师提出最初的“你是怎样获得的?”这个问题时,教师的问题和学生的回答都存在着极大的可变性.
英语翻译Teacher Questioning to Elicit Students’ Mathematical Thi
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