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PME-NA 43, October 14-17, 2021

Impact of Lesson Design on Mathematical Questions

Rashmi Singh, Hector I. Nieves, Erin Barno, Leslie Dietiker: How does the design of lessons impact the types of questions teachers and students ask during enacted high school mathematics lessons? In this study, we present data suggesting that lessons designed with the mathematical story framework in order to elicit a specific aesthetic response (“MCLEs”) have a positive influence on the types of teacher and student questions asked during the lesson. Our findings suggest that when teachers plan and enact lessons with the mathematical story framework, teachers and students are more likely to ask questions that explore mathematical relationships and focus on meaning making. In addition, teachers are less likely to ask short recall or procedural questions in MCLEs. These findings point to the role of lesson design in the quality of questions asked by teachers and students.

“That’s Crazy!”: An Exploration of Student Exclamations in High School Mathematics Lessons

Sarina Simon, Rashmi Singh, Leslie Dietiker: In this study, we explore the relationships between the types of student exclamations in an enacted lesson (e.g., “Wow!”) and the varying dramatic tensions created by the unfolding content. By analyzing student exclamations in six specially-designed high school mathematics lessons, we explore how the dynamic tension between revelations of mathematical ideas at the moment and what is yet to be known connects with the aesthetic pull to react by the student. As students work through novel problems with limited information, their joys and frustrations are expressed in the form of exclamations.