RUME 25
2023
Omaha, Nebraska
Beliefs and Rationales For Instructor Questioning Choices During Class Discussion of the First Isomorphism Theorem
Page: 566
Previous studies have established teacher questions as a significant interaction component in proof-based courses whether lecture-based or student-centered. However, little research has been conducted to investigate behind the types of questions asked in class. In this report, we share an analysis of three instructors’ lessons on the First Isomorphism Theorem. We characterized instructor question types and then conducted interviews with each instructor to investigate how their pedagogical beliefs relate to the types of questions they ask in class. We found that the instructors held similar pedagogical beliefs about student learning, but diverged in their views on the purpose of the course. Both beliefs on learning and their beliefs on purposes of the course linked to the nature of the questions asked in class.