Wearable Technology: Improving Mathematical Classroom Discourse Using Pivothead Eyeglasses

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Author(s): Esther Ntuli (Idaho State University, USA)and Angie Godfrey (Idaho State University, USA)
Copyright: 2020
Pages: 18
Source title: Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-9232-7.ch019

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

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. This chapter used both qualitative and quantitative approaches to examine the levels of questions and questioning strategies used by elementary teachers while facilitating mathematical tasks. Findings indicate that teachers use more 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 also for gathering data on student thinking. Regression analysis indicates that education, experience, and location are the most important variables influencing the level of questions asked and questioning strategies used by the teachers.

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Wearable Technology: Improving Mathematical Classroom Discourse Using Pivothead Eyeglasses

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