caa a22 4500 606187766 CHVBK 20210128100842.0 cr unu---uuuuu 210128e20150201xx s 000 0 eng 10.1007/s10857-014-9274-7 doi (NATIONALLICENCE)springer-10.1007/s10857-014-9274-7 What are they asking? An analysis of the questions planned by prospective teachers when integrating literature in mathematics [Elektronische Daten] [Barbara Purdum-Cassidy, Suzanne Nesmith, Rachelle Meyer, Sandi Cooper] Questioning is considered a powerful tool in mediating students' knowledge construction and conceptual understanding. In this qualitative study, the mathematics-focused lesson plans of elementary education prospective teachers provided data to determine the ways that the approach of literature integration in mathematics influenced prospective teachers' planned questions. All prospective teachers were required to incorporate children's literature within the mathematics lessons they planned and presented during a field-based teaching experience. Analysis revealed variances in the numbers, types, and foci of prospective teachers' planned questions. These findings allow speculation that the utilization of mathematics literature integration allowed many of the prospective teachers to create reform-oriented, constructivist mathematics-focused questions and experiences for their students. Springer Science+Business Media Dordrecht, 2014 Teacher education nationallicence Mathematics instruction nationallicence Questioning nationallicence Field-based experience nationallicence Purdum-Cassidy Barbara Baylor University, One Bear Place #97314, 76798, Waco, TX, USA aut Nesmith Suzanne Baylor University, One Bear Place #97314, 76798, Waco, TX, USA aut Meyer Rachelle Baylor University, One Bear Place #97314, 76798, Waco, TX, USA aut Cooper Sandi Baylor University, One Bear Place #97314, 76798, Waco, TX, USA aut Journal of Mathematics Teacher Education Springer Netherlands 18/1(2015-02-01), 79-99 1386-4416 18:1<79 2015 18 10857 https://doi.org/10.1007/s10857-014-9274-7 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-014-9274-7 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Purdum-Cassidy Barbara Baylor University, One Bear Place #97314, 76798, Waco, TX, USA aut NATIONALLICENCE 700 1- Nesmith Suzanne Baylor University, One Bear Place #97314, 76798, Waco, TX, USA aut NATIONALLICENCE 700 1- Meyer Rachelle Baylor University, One Bear Place #97314, 76798, Waco, TX, USA aut NATIONALLICENCE 700 1- Cooper Sandi Baylor University, One Bear Place #97314, 76798, Waco, TX, USA aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/1(2015-02-01), 79-99 1386-4416 18:1<79 2015 18 10857