References
- Stein M, Engle R, Smith M, et al. Orchestrating productive mathematical discussions: five practices for helping teachers move beyond show and tell. Math Think Learn. 2008;10:313–340.
- Hattie J. Visible learning. A synthesis of over 800 meta-analyses relating to achievement. New York (NY): Routledge; 2009.
- Kawanaka T, Stigler JW. Teachers’ use of questions in eight-grade mathematics classrooms in Germany, Japan, and the United States. Math Think Learn. 1999;1(4):255–278.
- Myhill D, Dunkin F. Questioning learning? Lang Educ. 2005;19(5):415–427.
- Sahin A, Kulm G. Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions. J Math Teach Educ. 2008;11(3):221–241.
- Viirman O. Explanation, motivation and question posing routines in university mathematics teachers' pedagogical discourse: a commognitive analysis. Int J Math Educ Sci Technol. 2015;46(8):1165–1181.
- Hufferd-Ackles K, Fuson KC, Sherin MG. Describing levels and components of a math-talk learning community. J Res Math Educ. 2004;35(2):81–116.
- Kazemi E, Stipek D. Promoting conceptual thinking in four upper-elementary mathematics classrooms. Elem Sch J. 2001;102(1):59–80.
- Artigue M, Blomhøj M. Conceptualizing inquiry-based education in mathematics. ZDM Math Educ. 2013;45:797–810.
- Boaler J, Brodie K. The importance, nature and impact of teacher questions. In: McDougall DE, Ross JA, editors. Proceedings of the twenty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Vol. 2. Toronto: PME-NA; 2004. p. 774–782.
- Moyer P, Milewicz E. Learning to question: categories of questioning used by preservice teachers during diagnostic mathematics interviews. J Math Teach Educ. 2002;5:293–315.
- Healy L, Hoyles C. Software tools for geometrical problem solving: potentials and pitfalls. Int J Comput Math Learn. 2001;6:235–256.
- Hähkiöniemi M, Leppäaho H. Prospective mathematics teachers’ ways of guiding high school students in GeoGebra-supported inquiry tasks. Int J Technol Math Educ. 2012;19(2):45–58.
- Hähkiöniemi M, Leppäaho H, Francisco J. Teacher-assisted open problem solving. Nordic Stud Math Educ. 2013;18(2):47–69.
- Lehtinen A, Hähkiöniemi M. Complementing the guidance provided by a simulation through teacher questioning. In: Silfverberg H, Hästö P, editors. Annual Symposium of the Finnish Mathematics and Science Education Research Association 2015; 2016. p. 80–89. Available from: http://www.protsv.fi/mlseura/julkaisut/MALU2015_Final.pdf
- Hollebrands KF, Lee HS. Characterizing questions and their focus when pre-service teachers implement dynamic geometry tasks. J Math Behav. 2016;43:148–164.
- Christou C, Mousoulides N, Pittalis M, et al. Proofs through exploration in dynamic geometry environments. Int J Sci Math Educ. 2004;3(2):339–352.
- Hanna G. Proof, explanation and exploration: an overview. Educ Stud Math. 2000;4(1):5–23.
- Akkoç H. Formative questioning in computer learning environments: a course for pre-service mathematics teachers. Int J Math Educ Sci Technol. 2015;46(8):1096–1115.
- Weiland IS, Hudson RA, Amador JM. Preservice formative assessment interviews: the development of competent questioning. Int J Sci Math Educ. 2014;12(2):329–352.
- Hiebert J, Lefevre P. Conceptual and procedural knowledge in mathematics: an introductory analysis. In: Hiebert J, editor. Conceptual and procedural knowledge: the case of mathematics. Hillsdale (NJ): Erlbaum; 1986. p. 1–27.
- Hiebert J, Wearne, D. Instructional tasks, classroom discourse, and students' learning in second-grade arithmetic. Am Educ Res J. 1993;30(2):393–425.
- Li Q, Ni Y. Impact of curriculum reform: evidence of change in classroom practice in mainland China. Int J Educ Res. 2011;50:71–86.
- Glaser B, Strauss A. The discovery of grounded theory: strategies for qualitative research. Chicago (IL): Aldine; 1967.
- Martino A, Maher C. Teacher questioning to promote justification and generalization in mathematics: what research practice has taught us. J Math Behav. 1999;18(1):53–78.