Loyola Marymount University

Pre-service Teachers’ Development of Questioning Skills through Common Core Aligned Videotaped Math Lessons

This study documents the effects of video observation on the development of deep questioning skills of pre-service teachers in a mathematical content course for K-8 pre-service teachers. In particular, we examine the questioning strategies used by pre-service teachers in written responses related to Common Core aligned videotaped math lessons.

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