Wearable Technology: Improving Mathematical Classroom Discourse using Pivothead Eyeglasses

ID: 51694 Type: Virtual Paper
  1. Esther Ntuli and Angie Godfrey, Idaho State University, United States

Teacher questioning is integral to teaching and learning in mathematics classrooms Research indicates that purposeful questioning in mathematics classrooms engages, motivates, and deepens student understanding and critical thinking during mathematical discussions Questioning can also be used as an assessment tool to determine student progress, and for teacher self-assessment of the effectiveness of task facilitation While teacher questioning is an important part of the mathematical discourse, if not implemented appropriately, it can hinder student discussions and can be detrimental to self-confidence and growth mindset This study used a qualitative approach to examine the levels of questions and questioning strategies used by elementary teachers while facilitating mathematical tasks Purposeful sampling was used to collect qualitative data from 25 elementary teachers by way of video using Pivothead eyeglasses, observations, and focus group interviews Findings indicate that teachers use more of funneling questions than focusing questions while facilitating math tasks Most teachers hardly arrive at that reflection and justification level of questioning Teachers found the Pivothead glasses to be effective not only for teacher self-assessment of their questioning techniques but for gathering data on student thinking Implications for practice will be discussed


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