Nurturing Autonomous Learners: from Small-Step Teaching to Generic Questions

Nurturing autonomous learners is a fundamental instructional goal, aimed at honing students’ problem-solving skills for use in later educational and career experiences. The study explores the results of yearlong program providing professional learning to mathematics student teachers with aim nurturing mathematically talented students (MTS) as heterogeneous classes, using generic questions. Taking one participant (Effy) case study, research examined changes her stated goals, questioning approach reflection context while problem solving (with focus on asking questions). Applying qualitative paradigm, I analyzed Effy’s reflective reports, videotaped excerpts teaching situations, assignments, initial questionnaire. Findings suggest that she moved from small-step towards questions through four-stage process change: exposure, modification, incubation, accommodation. Changes were detected approach, action. provides empirical support notion can be taught promoting learners.