Observing teacher questioning and teacher attention in a mathematics classroom

Research output: Chapter in Book/Report/Conference proceedingConference Contribution (Conference Proceeding)


Given that teachers cannot attend to all aspects of the complex environments of mathematics classrooms in an equal way, following the locus of teacher attention might provide insight into teacher awareness of the learning of students. Such insight, in turn, might open spaces in which teachers can explore their practice. This report considers the questions asked by a mathematics teacher in a classroom as a possible mechanism for tracing teacher attention through observable behaviours. Drawing on a framework based on attention, within an enactivist stance, observations made in a series of mathematics lessons with a group of 14- and 15-year-old students are considered. Differences in the classifications of questions made by the teacher and the researcher are used to highlight moments of ambiguity which are, in turn, used to probe the awarenesses of both participants. Methodological implications are discussed, with a view to further data collection and analysis.
Original languageEnglish
Title of host publicationBSRLM Proceedings
Subtitle of host publicationUniversity of Birmingham, School of Education, on Friday 7th and Saturday 8th June 2019
Publication statusPublished - 30 Sept 2019

Structured keywords

  • Education and Pedagogy
  • teacher attention
  • teacher questioning
  • awareness
  • mathematics classroom
  • observable behaviours
  • SoE Centre for Teaching Learning and Curriculum


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