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This content will become publicly available on June 22, 2026

Title: Enhancing Teachers’ Intercultural Awareness and Understanding of Human Centered Design through a Unique Research Experience for Teachers
Award ID(s):
1855239 1855231
PAR ID:
10647079
Author(s) / Creator(s):
 ;  ;  ; ; ;  ;  
Publisher / Repository:
ASEE Conferences
Date Published:
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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  1. We conducted a review of literature to answer the following research questions: (1) What types of questions do teachers pose in mathematical discussions? (2) What evidence exists of the effects of different types of questioning on students’ learning and participation? (3) What are the implications of existing research for teacher preparation? Existing literature can broadly be categorized according to studies that distinguish between higher order and lower order questioning, studies that characterize and distinguish probing questions, and studies that address teacher questioning in technology-rich environments. The demands of different types of questions need to be considered in light of the broader contributions that such questions make to students’ mathematical learning. 
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