자료유형 | 학위논문 |
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서명/저자사항 | Understanding How Preservice Teachers Use Focusing Questioning Structures: A Multiple Case Study. |
개인저자 | Nolan, Edward Charles. |
단체저자명 | University of Maryland, College Park. Curriculum and Instruction. |
발행사항 | [S.l.]: University of Maryland, College Park., 2019. |
발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
형태사항 | 242 p. |
기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
ISBN | 9781687915306 |
학위논문주기 | Thesis (Ph.D.)--University of Maryland, College Park, 2019. |
일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: Walkoe, Janet. |
이용제한사항 | This item must not be sold to any third party vendors. |
요약 | The study explores how five secondary mathematics preservice teachers use questioning structures as they develop understanding of how to teach. Teacher questioning impacts the degree of student thinking during solving problems, specifically selecting focusing over funneling questioning structures (Herbel-Eisenmann & Breyfogle, 2005 |
일반주제명 | Mathematics education. Teacher education. Secondary education. |
언어 | 영어 |
바로가기 |
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |