Fielding student questions
Bibliographic Data
| ID | 4255256 |
|---|---|
| Authors | Ronald T Hyman (Rutgers Sexual and Reproductive Health and Rights, corresponding author) |
| Year | 1980 |
| Volume | 19 |
| Issue | 1 |
| Pages | 38-44 |
| Publication date | 1980-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405848009542870 |
| OpenAlex | W2122712841 |
| Language | EN |
| Citations received | 2 |
| References cited | 7 |
Ronald T. Hyman Rutgers University There is one point of universal agreement about classroom teaching-questioning is essential. Questioning is essential for the teacher because questions are a prime and necessary means to spur student thought and involvement.I Indeed, research shows that teacher questions are frequent and a central part of classroom interaction.2 Yet there is some disagreement as to the number of questions a teacher should ask and the effects that teacher questions have on students.3
Mathematics education · Pedagogy · Point (geometry · Prime (order theory · Teacher education · Communication in Education and Healthcare · Education and Critical Thinking Development · Education and Technology Integration · Mathematics · Psychology
| Citations per year | 0.05 |
|---|---|
| Citation span | 1984 - 2025 (42) |
| Highly cited | No |