PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Examining lecturer’s questioning in advanced proof-oriented mathematics classes
Page: 787
There has been a substantial increase in mathematics education research in how proof-oriented university mathematics courses are traditionally taught. In this paper, we focus on the questions that lecturers pose to students. Specifically, we audio-recorded 11 proof-oriented mathematics lecturers and analyzed all of the questions they asked their students. We categorized each of the 1,031 questions according to a coding system we describe as well as identified wait time and subsequent speaker. We describe trends across all 11 lecturers, highlighting the limited opportunities students had to engage in important mathematical practices, and identify variances between how different lecturers used questions. We present qualitative data highlighting common and uncommon questioning techniques and conclude with a discussion of our results.