Abstract by Cassie Job
How Teacher Questions Affect the Development of a Potential Hybrid Space in a Classroom with Latina/o Students
Questions have been shown to aid in student understanding of mathematics, particularly “novel” questions (Mesa, Celis, & Lande, 2013) that do not have a predetermined answer. However, students do not always understand what is intended by questions posed by teachers, particularly those who come from different cultural and lingual backgrounds than those dominant in the classroom. This project will particularly investigate the relationship between how mathematics teachers structure their novel questions, tasks, and directives and how Latina/o students respond. It will show which research based questioning techniques allow Latina/o students greater opportunity to participate in the mathematical problem-solving process and if the resulting classroom experience shows evidence of progression toward a hybrid space. These results will yield guidelines for English-speaking teachers instructing students who are bilingual in English and Spanish at varying degrees of proficiency.