Reflection and questioning in classrooms in different cultural settings

Mandy Hommel (1) , David Clarke (2)

1 TU Dresden, Faculty of Economics
2 University of Melbourne

Reflection in classroom learning leads to a deeper understanding and helps to connect knowledge with application situations. Socially initiated reflection can be observed as a lesson event embedded in Review, Elaboration, and Summarization. Questions constitute a primary catalyst for stimulating reflection, particularly in classroom settings. This study 1 investigates reflection events and related questioning behaviour of students and teachers by undertaking a comparative analysis of video data from the Learner's Perspective Study (LPS; Clarke, Keitel, & Shimizu 2006) in classrooms in Australia, Germany, Japan, and the USA.

Mots clés: Reflection; questions; patterns of question sequences

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Mandy Hommel, David Clarke. Reflection and questioning in classrooms in different cultural settings. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1717-1723. ⟨hal-01288007⟩