2009/09/01 by Megan L. Franke, Noreen M. Webb, Angela G. Chan +4 · 2 citations
Mathematics · Psychology · Social Sciences · #Cognitive and developmental aspects of mathematical skills #Innovative Teaching and Learning Methods #Mathematics Education and Teaching Techniques
paper · doi:10.1177/0022487109339906
crossref issued 2009/09/01 · crossref published 2009/09/01 · crossref published-print 2009/09/01 · openalex publication_date 2009/09/01 · crossref published-online 2009/09/02 · crossref created 2009/09/02 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/08/01 · openalex updated_date 2026/08/01
Cognitively Guided Instruction (CGI) researchers have found that while teachers readily ask initial questions to elicit students’ mathematical thinking, they struggle with how to follow up on student ideas. This study examines the classrooms of three teachers who had engaged in algebraic reasoning CGI professional development. We detail teachers’ questions and how they relate to students’ making explicit their complete and correct explanations. We found that after the initial “How did you get that?” question, a great deal of variability existed among teachers’ questions and students’ responses.