The National Council of Teachers of Mathematics's "Principles to Actions" (NCTM, 2014) cites posing purposeful questions and eliciting and using evidence of student thinking as effective mathematics teaching practices. Interviewing students creates opportunities for teachers to develop these practices. Through interviewing, they can try…

Motivational interviewing is a technique developed for use in clinical contexts in order to help people change unhealthy behaviours. However, because it is centred on change, is non-judgemental and collaborative, it is ideal to be adapted for use in teaching. This paper considers the theoretical basis for its use in higher education settings by…

Teaching students to become critical consumers of interviews, which often serve as influential sources for learning and interpreting world events, is important in today's information-rich world. This paper outlines an approach to teaching in-depth interviewing in which students examine excerpts from interviews (e.g., archival collections, oral…

Questioning is a core practice used comprehensively in many areas of teaching mathematics. It is an important part of the teacher's ability to establish a classroom atmosphere conducive to the development of mathematical thinking. The study aimed to investigate the types of questions used by pre-service middle school mathematics teachers (PSMTs)…

Question answering forums in online learning environments provide a valuable opportunity to gain insights as to what students are asking. Understanding frequently asked questions and topics on which questions are asked can help instructors in focusing on specific areas in the course content and correct students' confusions or misconceptions. An…

This chapter describes a multidisciplinary faculty self-study about reciprocity in service-learning. The study began with each coauthor participating in a Decoding interview. We describe how Decoding combined with collaborative self-study had a positive impact on our teaching practice.

Questioning has an important role in teaching mathematics. There is current research about questioning, especially related to class discussion and students' responses. Some researchers suggest teachers pose any kind of questions in mathematics classroom regarding problem solving and mathematical creativity. This research focused on a teacher's…

Calls for a "practice-based" approach to teacher education have become common in scholarship on teacher education, and preservice-teaching (PST) mathematics programs are increasingly heeding this call. Practice-based teacher education (PBTE) moves beyond standard approaches to teacher education in which PSTs learn about teaching in ways…

Podcast assignments in higher education foster students' deep engagement in course content, knowledge construction, technical skills, and problem-solving abilities. We designed a podcast assignment in a First Year Seminar course based on student-led interviews comparing theoretical concepts to lived experiences of the interviewees. Students were…

There is a significant body of research on children's preconceptions concerning scientific concepts and the impact this has upon their science education. One active issue concerns the extent to which young children's explanations for the existence of natural kinds rely on a teleological rationale: for example, rain is for watering the grass, or…

Lesson study is highly regarded as a model for professional learning, yet remains under-theorised. This article examines the professional learning experiences of teachers and numeracy coaches from three schools in a local network of schools, participating in a lesson study project over two research cycles in 2012. It maps the interconnections…

Asking scientific questions is the first practice of science and engineering listed in the Next Generation Science Standards. However, getting students to ask unsolicited questions in a large class can be difficult. In this qualitative study, undergraduate students sent SMS text messages to the instructor who received them on his mobile phone and…

This study investigated prospective mathematics teachers' reflections on the experience of designing and conducting one-to-one clinical interviews with middle school students in the context of an elective course on use of video in teacher learning. Prospective teachers were asked to write about weaknesses and strengths in student understanding as…

Basic multiplication fact fluency is an expected outcome of most third grade classrooms throughout the United States. Students need to know their multiplication facts. This statement does not seem to be under question; it is more about how will students learn their multiplication facts. The purpose of this study was to investigate the use of…

The main purpose of this research is to identify the competency and the perceptions of pre-service teachers on technopedagogical education. While study group of quantitative dimension is composed of 626 pre-service teachers; study group of qualitative extent is composed of 67 pre-service teachers. The sample represents 35% of the population of…