PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Hypophora: Why take the derivative? (no pause) because it is the rate
Page: 1663
Part of a larger study of the development of teaching among novice college mathematics instructors, this report focuses on one participant, Disha, and her use of a questioning technique called hypophora. At the beginning of the observations, 25% of her questions were hypophora. After video-case based activities during weekly coordination meetings her use of hypophora decreased to about 10% of questions. Although Disha rejected the idea that her teaching had changed in any way, she acknowledged that she began “breaking things into smaller pieces” to help students understand.