You Asked Open-ended Questions, Now What? Understanding the Nature of Stumbling Blocks in Teaching Inquiry Lessons

dc.creator	Noriyuki Inoue
dc.creator	Sandy Buczynski
dc.date	2010-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:26:22Z
dc.date.available	2015-08-12T11:26:22Z
dc.identifier	1062-9017
dc.identifier	https://doaj.org/article/868b2823ef2a48f6af6465aae5c09863
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30316
dc.description	Undergraduate preservice teachers face many challenges implementing inquiry pedagogy in mathematics lessons. This study provides a step-by-step case analysis of an undergraduate preservice teacher’s actions and responses while teaching an inquiry lesson during a summer math camp for grade 3-6 students conducted at a university. Stumbling blocks that hindered achievement of the overall goals of the inquiry lesson emerged when the preservice teacher asked open-ended questions and learners gave diverse, unexpected responses. Because no prior thought was given to possible student answers, the preservice teacher was not equipped to give pedagogically meaningful responses to her students. Often, the preservice teacher simply ignored the unanticipated responses, impeding the students’ meaning-making attempts. Based on emergent stumbling blocks observed, this study recommends that teacher educators focus novice teacher preparation in the areas of a) anticipating possibilities in students’ diverse responses, b) giving pedagogically meaningful explanations that bridge mathematical content to students’ thinking, and c) in-depth, structured reflection of teacher performance and teacher response to students’ thinking.
dc.publisher	University of Georgia
dc.relation	http://math.coe.uga.edu/TME/Issues/v20n2/v20n2_Inoue_Buczynski.pdf
dc.relation	https://doaj.org/toc/1062-9017
dc.source	Mathematics Educator, Vol 20, Iss 2, Pp 10-23 (2010)
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Science
dc.subject	Q
dc.subject	Mathematics
dc.subject	QA1-939
dc.title	You Asked Open-ended Questions, Now What? Understanding the Nature of Stumbling Blocks in Teaching Inquiry Lessons
dc.type	article