Diagnostic Interviews: Analyses of Rising 4th-Graders' Fraction Understanding and Development of Pre-Service Teachers' Higher-Order Questioning Skills
A review of literature supports a lack of fractions understanding by children and the lack of use of higher-order questioning skills in the classroom by mathematics teachers. Although fractions take center stage in low achievement for many schools and questioning skills are still highlighted as a concern, studies are a continued need in each area. This study uses diagnostic interviews completed by pre-service teachers (PSTs) in fraction concepts with 4th -graders and will include analyses of the PSTs questioning techniques during each interview. The PSTs work provides data about development of fraction concepts by 4th-grade children at the beginning and end of the school year. A major focus of this study is to determine the process by which PSTs progress through questioning skill development. Through both qualitative and quantitative measures, the study utilizes a formal instrument, the RTOP and qualitative data coding to analyze whole group lessons on fractions.