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Using teacher questions to distinguish pedagogical goals: a case study of three Singapore teachers
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Proceedings of the Redesigning pedagogy: culture, knowledge and understanding conference, Singapore, May 2007.
As part of the Learner’s Perspective Study (LPS), three competent mathematics teachers
were studied for periods of ten lessons each. Data were collected using the complimentary accounts methodology. Since teacher questions are viewed as a critical
teaching tool by many researchers and educators, the different types of questions posed by the teachers during their lessons were studied. An attempt was made to link the types of questions and the teachers’ pedagogical goals. This paper will share with the participants the methodology used and respective findings.
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