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Thesis/Dissertation
Date
2025-08
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Math & Science Education
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https://doi.org/10.34944/gv8m-3007
Abstract
Every day, undergraduate mathematics instructors make the choice to use questioning interactions with students during their lectures. When this happens, classrooms are divided between students who actively participate in these interactions and those who learn by observing the interactions (vicarious learners). This dissertation is comprised of a two-part study analyzing unscripted teacher-student questioning interactions in a naturalistic undergraduate mathematics classroom. The study includes video data collected from observations of an undergraduate Calculus I classroom, pre/post observation interviews with the course’s professor, and post-observation interviews with a student focus group (N=7 participants) using stimulated recall videos as an interview aid. The data collected about the professor’s goals/beliefs regarding questioning interactions was compared to the experiences of the student focus group. By comparing the alignment between the sets of qualitative data several conclusions were reached. Differential emotional effects related to open-ended, funneling and trick questions were reported. A key limitation to vicarious learning via questioning interactions was observed in the form of a student expectation gap, a situation where students were able to correctly answer conceptual linking questions between mathematical ideas and procedures but unable to actively perform the procedures.
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