A Teacher Questioning Activity: The Use of Oral Open-ended Questions in Mathematics Classroom

Aziza, Mela

doi:10.17583/qre.2021.6475

Cited by 10 publications

(9 citation statements)

References 19 publications

(46 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, open-ended questions are considered ones that allow different interpretations, answers, or outputs (Aziza, 2021;Silver, 1995). Determining whether the question was open-ended through its output was the most frequently applied criterion by the participants of this study.…”

Section: Discussionmentioning

confidence: 99%

“…The relevant literature shows that questions that allow different solution methods are also described as open-ended questions (Aziza, 2021;Silver, 1995). However, Bingölbali & Bingölbali (2020) In defining open-ended questions, teachers also referred to the functionality of the question.…”

Section: Discussionmentioning

confidence: 99%

“…As far as the conceptions of teachers on open-ended questions are concerned, it appears that the teachers themselves have not been the focus of much direct attention. In a study conducted with teachers, Pehkonen (1999) found that about half of the teachers did not provide an in classroom practices, how they do so, and their experiences of developing the questions for measurement-evaluation purposes (Aziza, 2021;Becker & Shimada, 1997;İnceçam et al, 2018;Kasar, 2013). In such a study, Kasar (2013) analyzed 67 lessons records of eight teachers (four middle school mathematics and four classroom teachers) in terms of alternative solutions and the types of questions they used.…”

Section: B)mentioning

confidence: 99%

See 2 more Smart Citations

How Do Middle School Mathematics Teachers Conceptualize Open-Ended Questions?

Bingölbali¹,

Cevik²

2022

msd

View full text Add to dashboard Cite

The study aims at examining middle school mathematics teachers' conceptions of open-ended questions. A questionnaire consisting of open-ended items was applied to 40 mathematics teachers. The teachers were asked to define the open-ended question in general and the mathematical open-ended question in particular and provide examples to exemplify their definitions. This study employs phenomenographic study aiming at revealing middle school mathematics teachers' conceptions and experience regarding open-ended questions in an exploratory manner. The findings show that the teachers explained the open-ended question through its form (appearance), the number of outputs, the process/method required, and its functionality. In addition, teachers defined the open-ended question mostly using non-mathematical terms, and they had particular difficulties defining the mathematical open-ended question. The teachers regarded questions with variable correct answers as open-ended, could not give examples of open-ended questions with infinitely correct answers, and some deemed closed-ended questions as open-ended. Although the participants were mathematics teachers, the examples they presented for the open-ended question were mostly from outside the field of mathematics. This study points out the fact that teachers need a guiding conceptualization of open-ended questions.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: B)mentioning

confidence: 99%

See 1 more Smart Citation

How Do Middle School Mathematics Teachers Conceptualize Open-Ended Questions?

Bingölbali¹,

Cevik²

2022

msd

View full text Add to dashboard Cite

show abstract

“…The author's research results have shown that by asking open-ended questions in the classroom, the teacher contributes to the development of high-order skills of students. At the same time, the author notes that it was important to provide students with the opportunity to give more than one answer and ask clarifying questions or provide feedback if the student found it difficult to answer (Aziza, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Investigation of teachers’ understanding of differentiated approach in teaching mathematics

Yessingeldinov

Ashirbayev

Zhumykbayeva

et al. 2022

CJES

View full text Add to dashboard Cite

This article describes research on the use of a differentiated approach in assessing students’ academic achievements during mathematics lessons. The study used theoretical and empirical research methods. In particular, normative documents and scholarly literature were reviewed, and in 2021, the study conducted a survey of online mathematics teachers from Kazakhstan on a differentiated approach to teaching. The study then analyzed the collected data using Spearman’s Rank Correlation Test and T-test. Firstly, the research shows that teachers mostly understand differentiation in the lesson as an adaptation of educational material to the needs of students and the use of tasks of different levels of difficulty. Secondly, there is a correlation between the understanding of a differentiated approach and the needs of teachers. This research results expect that it would give an idea of the readiness of mathematics teachers to apply a differentiated approach in assessment and develop recommendations for its application further. Keywords: differentiated approach, teaching mathematics, assessment, educational survey, correlation

show abstract

“…In such a case, teachers need to approach their students with some questions (Mason, 2020). In understanding and interpreting students' mathematical thoughts, teachers are expected to use questions that will reveal these thoughts (Aziza, 2021;Özdemir & Altay, 2016). In most studies, it has been observed that teachers or pre-service teachers use questions to reveal and interpret the thoughts of their students (Crespo, 2000;Çelik & Güzel, 2016;Moyer & Milewicz, 2002;Tanışlı, 2013).…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Teachers’ Approaches to Guiding Students in Problem Solving Process

Cumhur

2022

PEC

View full text Add to dashboard Cite

Understanding students’ mathematical thinking in problem solving process plays an important role in facilitating the solution. Hence, teachers or pre-service teachers need to understand students’ thoughts and guide them to the correct answer. The aim of this study was to examine pre-service teachers’ approaches to guiding students in problem solving process. Designed as a case study, this study was carried out with five pre-service primary mathematics teachers. In the study, participants’ dialogues with 7th grade students were examined through 3 non-routine problems. The dialogues were transcribed and it was tried to reveal what kind of approaches the participants displayed. The content analysis was used in data analysis. The findings revealed that pre-service teachers followed Polya's problem-solving steps during their guiding approaches. Most pre-service teachers provided appropriate guidance in understanding the problem, selecting and implementing appropriate strategies for the problem; however, they failed to use the evaluative approaches sufficiently. Keywords: guiding approaches, multiple case study, pre-service teacher, problem-solving

show abstract

A Teacher Questioning Activity: The Use of Oral Open-ended Questions in Mathematics Classroom

Cited by 10 publications

References 19 publications

How Do Middle School Mathematics Teachers Conceptualize Open-Ended Questions?

How Do Middle School Mathematics Teachers Conceptualize Open-Ended Questions?

Investigation of teachers’ understanding of differentiated approach in teaching mathematics

Pre-Service Teachers’ Approaches to Guiding Students in Problem Solving Process

Contact Info

Product

Resources

About