Denton, Jo (2017) Working with the IMPaCT taxonomy : encouraging deep and varied questioning in the mathematics classroom. Other thesis, University of Warwick.

Preview

PDF WRAP_Theses_Denton_2017.pdf - Submitted Version - Requires a PDF viewer. Download (3431Kb) | Preview

Request Changes to record.

Abstract

Despite a wealth of research into improving questioning in mathematics, recent research has identified the need for more effective questioning strategies which are accessible to mathematics teachers. This thesis investigates the types of questions which encourage mathematical thinking and participation, with the aim of deepening and varying mathematical thinking for learners through working with my own tool to develop questioning in mathematics, the Intended Mathematical Processes and Cognitive Thought (IMPaCT) Taxonomy.

Following a literature review of existing taxonomies which can be used for classifying questions, and framing the research around the establishment of sociomathematical norms in the classroom, this thesis develops a new taxonomy and presents the findings from the pilot study for this research followed by the empirical research to explore the effectiveness of the IMPaCT Taxonomy. Over the course of an academic year, 28 mathematics lessons, from four participant teachers and five classes of 14-16 year olds were observed, and the questioning in each lesson was analysed using the IMPaCT Taxonomy. After the first 15 of these observations, intervention was given to the participant teachers on using the IMPaCT Taxonomy before the remaining lesson observations were conducted. Proportions of question type and depth were analysed according to several factors: the participant teacher; the level of attainment of the class; the stage of the lesson; the Assessment for Learning techniques used; and the mathematical topic.

The results show that although all these factors affect the questioning, the attainment of the class and the individual teacher have the biggest impact on the questioning employed. The empirical analysis shows that both the teachers’ understanding of how their questioning impacts on learners and the teachers’ variety and depth of questioning can be increased through working with the IMPaCT Taxonomy, although there are variations between teachers to the extent of the impact of the IMPaCT Taxonomy.

Item Type:	Thesis (Other)
Subjects:	L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Library of Congress Subject Headings (LCSH):	Mathematics -- Study and teaching (Secondary), Questioning, Reflective teaching, Teaching -- Methodology
Official Date:	April 2017
Dates:	Date Event April 2017 Submitted
Institution:	University of Warwick
Theses Department:	Centre for Education Studies
Thesis Type:	Other
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Johnston-Wilder, Sue
Format of File:	pdf
Extent:	xi, 210 pages : illustrations, charts
Language:	eng

Request changes or add full text files to a record

Repository staff actions (login required)

View Item

Downloads