Connection Making: Capitalizing on the Affordances of Dynamic Representations Through Mathematically Relevant Questioning

Abstract

In this chapter, teacher questioning is considered. Specifically, this chapter explores the ways in which questioning can help students connect the representations available in SimCalc to the mathematical ideas of interest. This exploratory study considers four teachers who used questioning differently while each teaching the same lesson. The findings suggest that the teachers who ask questions that engage students in connection making may be better supporting student learning. Implications for future research are discussed.