The use of active learning techniques in engineering classrooms has been limited despite substantial evidence supporting their efficacy in helping students construct problem-solving expertise. A blended classroom, which combines online and in-class learning, was employed in a Chemical Engineering Computation class to address instructional…

In this paper we offer a review of sorts of the studies conducted around issues of problem posing in mathematics education research. We first ground the work on problem posing in the seminal work of Polya and of Brown and Walter, which influenced most studies on this subject. We then propose two perspectives taken on problem posing: the implicit…

This article examines three commonly used pedagogical methods, namely the Socratic method of inquiry, collaborative problem solving, and debate-based deliberation, establishing the relationship of each one of these methods with the strategic promotion of argumentative reasoning, as a commonplace objective and means of inquiry-based educational…

While the general planning advice offered to mathematics teachers seems to be to start with simple examples and build complexity progressively, the research reported in this article is a contribution to the body of literature that argues the reverse. That is, posing of appropriately complex tasks may actually prompt the use of more sophisticated…

This article describes the New York City Community of Adult Math Instructors (CAMI), a math teachers' circle founded in November 2014. The authors share details about their own participation in CAMI to show the professional growth that research-based, peer-led professional development can offer for adult educators.

Too often, professional development (PD) sessions consist of little more than delivering lists of things teachers should know and should be doing. There is little to no follow up. There are few opportunities to think about how to adapt and apply the learning to fit your own classroom context, or to try it out and compare outcomes with fellow…

Reflective self-questioning arises within the workplace when people are confronted with professional problems and situations. This paper focuses on reflective and "situated reflective" questions in terms of self-questioning and professional workplace problem solving. In our view, the situational context, entailed by the setting, social…

The aim of the research was to explore the levels of cognitive loading induced by certain tenets of constructivist pedagogy namely self-directed learning complex questions and zone of proximal development. The study also sought to investigate the associations between these constructs and with cognitive loading and complex questions. Data for the…

Studies have investigated various aspects of the use of questions in science lessons, but there is still a lack of research that demonstrates how, during peer reflection, teachers learn through identifying and overcoming obstacles to their own questioning in their professional development process. The present study is aimed at analyzing the types…

The purpose of this study was to investigate the characteristics of online students' cognitive presence in a peer-facilitated discussion environment, and to identify the peer facilitation techniques that can enhance cognitive presence development. In this study, 738 discussion messages were examined by both qualitative and quantitative content…

South Asian approaches to teaching mathematics have been influential globally and are entangled with mastery approaches. This study investigates changing strategies and beliefs of Primary School teachers in England as they engage with a sustained curriculum development project. The teachers were working with a commercially available text book…

At the heart of the National Council of Teachers of Mathematics' (NCTM) "Principles to Actions: Ensuring Mathematical Success for All" (2014) is the development of professional practices such as eliciting and using evidence of student thinking, supporting productive struggle in learning mathematics, and posing purposeful questions. In…

This study describes how a secondary school teacher in Trinidad and Tobago implemented opportunities for reasoning and proof in Geometry. Data were collected via teaching observations, teacher interviews, audio, and video recording. The analysis of the data suggested that the teacher used open-ended questioning, revoicing, group work, and…

This research brief discusses the benefits of teachers using mathematical discourse--allowing students to explain, justify, and debate their individual techniques for solving math problems--to enhance learning. Using this strategy requires educators to discard traditional teacher-centered modes of instruction and adopt new student-centered modes…

The aim of the study was describing the development and validation of students' perception on learning by questioning (LBQ) scale in physics. Research and Development (R & D) design was utilized in the research method. The number of senior high school students involved in the research were 224 students, composed of 95 boys (42.41%) and 129…