PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Exploring the impact of instructor questions in community college algebra classrooms
Page: 935
We describe a process to characterize the questions asked by instructors and students in community college algebra courses. The goal is to measure the quality of mathematical questions that can speak to the level of student cognitive engagement with mathematics and to connect that quality with student outcomes in the course. As a first step, we explore the relation between frequency of different types of questions and other variables collected in the project. We seek to engage the audience in discussing the affordances and limitations of this work for assessing quality of instruction in connection to students’ performance.