Higher Order Teacher Questioning of Boys and Girls in Elementary Mathematics Classrooms

Author(s)

Jeffrey W. Wimer, University of Dayton
Carolyn Ridenour, University of DaytonFollow
Kelli Thomas, University of Dayton
A. William Place, University of Dayton

Document Type

Article

Publication Date

2001

Publication Source

Journal of Educational Research

Abstract

The interaction patterns of teachers and students in public and private urban schools was investigated specifically to explore higher order teacher questioning. On the basis of a review of the literature, the authors speculated that patterns of student response to higher order teacher questioning would differ by student gender. Higher order questioning encourages students to think critically, and, therefore, is powerful for learning. Lower order questioning, however, taps only the memorization of facts. The results from this study suggested no gender difference in students' responses to higher order questioning. The 16 teachers observed used predominately lower level questioning patterns in their classrooms.

Inclusive pages

84-92

ISBN/ISSN

0022-0671

Comments

Permission documentation is on file.

Copyright

Copyright © 2001, Taylor & Francis

Publisher

Taylor & Francis

Volume

95

Issue

2

Peer Reviewed

yes

eCommons Citation

Wimer, Jeffrey W.; Ridenour, Carolyn; Thomas, Kelli; and Place, A. William, "Higher Order Teacher Questioning of Boys and Girls in Elementary Mathematics Classrooms" (2001). Educational Leadership Faculty Publications. 108.
https://ecommons.udayton.edu/eda_fac_pub/108