An Examination of the Teacher’s Questions for Revealing Students’ Mathematical Thinking

Bozkurt, Ali; Polat, Semra Aktaş

doi:10.16949/turkbilmat.337419

Cited by 3 publications

(2 citation statements)

References 37 publications

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“…Listening and taking the student ideas into account, which is one of the basic features of dialogic discourse frequently encountered with the transition to dialogic discourse in this study, is among the main findings of Gillies [33] and Gizlenci [8]. e contributions of using dialogic discourse to students in classroom communication and interaction and the positive change it creates are consistent with the results of other studies in the literature [8,9,11,21,22,30,[34][35][36].…”

Section: E Teacher's Views On the Action Processsupporting

confidence: 89%

An Action Research on Improving Classroom Communication and Interaction in Social Studies Teaching

Aksoy

CEYLAN

2021

Education Research International

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The aim of this research is to reveal how communication and interaction in classrooms can be enhanced with the communicative approach education provided for social studies teachers. The participants of this research were five social studies teachers working at secondary schools and their 7th grade students, N = 110. The data collection tools adopted in this research were video and audio recordings, documents, semistructured interview forms, and stimulated recall interview forms. The data obtained from recordings of lessons were analyzed using the communicative approach, and the data obtained from document review and interview were analyzed using the content analysis method. The results of the study show that social studies curriculum contains items that require both dialogical and authoritative discourses and that the course books are prepared accordingly, but teachers as the practitioners of the program do not conduct their lessons accordingly. Instead, all the teachers participating in the research used only authoritative (interactive/noninteractive) approaches and they did not include dialogical (interactive/noninteractive) approaches at all. This situation, which is seen as a problem in terms of conducting successful in-class communication and interaction, has been solved in three action cycles with one of the teachers. The teacher who used only authoritative (interactive/noninteractive) approaches in her lessons prior to the trainings started to include dialogical (interactive/noninteractive) approaches too. It was also observed that the teacher’s impression of the lessons carried out by adopting the communicative approach model was positive. As a result of the research, it was concluded that the communicative approach model is applicable in the social studies course. It can be said that the trainings given to the teachers created awareness about the use of the communicative approach model in classroom communication and interaction and provided benefits in diversifying discourse styles.

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Section: E Teacher's Views On the Action Processsupporting

confidence: 89%

An Action Research on Improving Classroom Communication and Interaction in Social Studies Teaching

Aksoy

CEYLAN

2021

Education Research International

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“…This positive perception exhibited by mathematics teachers indicates that they are more likely to implement collaborative instructions in their mathematics classrooms. This will allow the students to challenge themselves to think mathematically and provide reasoning for their views (Bozkurt & Polat, 2017).…”

Section: Discussionmentioning

confidence: 99%

The Questioning Techniques of Primary School Mathematics Teachers in their Journey to Incorporate Dialogic Teaching

Othman¹,

Shahrill

Roslan

et al. 2022

Southeast Asian Math. Educ. J.

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Questioning is one of the critical repertoires in dialogic teaching. Teachers who set dialogic classrooms need to be able to use questioning effectively. Effective questioning techniques by teachers improve teacher-student instructional dialogues in primary school mathematics classrooms. In this study, the questioning practices of three primary school mathematics teachers were analysed in their journey to incorporate dialogic teaching. Data were gathered through lesson observations, video recordings and teacher interviews. The three teachers’ classroom discourses were transcribed verbatim, and teachers’ questions were analysed to find out the types of questions, how the teachers asked the questions and the feedback given to the student’s responses. Findings from this study indicated that the three teachers used effective questioning techniques in ensuring dialogic teaching, with focusing, genuine enquiry, and closed testing questions being the most predominant. The teachers portrayed positive attitudes towards dialogic teaching and shared their comprehensive understanding of the approach.

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Ortaokul Matematik Öğretmen Adaylarının Senaryo Tamamlama Uygulamaları Üzerinden Cebir Öğretimine İlişkin Öğrenmeleri

GİRİT YILDIZ,

OSMANOĞLU

2023

Batı Anadolu Eğitim Bilimleri Dergisi

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Bu nitel çalışmada, matematik öğretmen adaylarının cebir öğretimine yönelik öğrenmelerinin gelişiminde uygulamaya dayalı pedagojik yaklaşımlardan biri olan senaryo tamamlama uygulamasından yararlanılmıştır. Katılımcıları 3. sınıf seviyesinde “Cebir Öğretimi” dersini alan ilköğretim matematik öğretmeni adayları oluşturmaktadır. Ders sürecinde teorik konu anlatımları gerçekleştirilmiş ve ardından araştırmacılar tarafından hazırlanan senaryolar öğretmen adaylarına verilerek bunların öğretmen-öğrenci etkileşimi temelinde tamamlanmaları istenmiştir. Takip eden süreçte grup tartışmaları ve bireysel revizyonlarla öğretmen adaylarının eksik öğrenmelerini tamamlamaları hedeflenmiştir. Veriler içerik analizi kullanılarak öğretmen öğrenmesi kavramsal çerçevesinin önerdiği dört bileşen temel alınarak analiz edilmiştir. Bulgulara göre, öğretmen adayları genellikle öğrenci merkezli vizyonu benimsemiştir. Ancak çoğunun vizyonlarını düşündükleri şekilde senaryolarına yansıtamadıkları görülmüştür. Grup çalışmalarından elde edilen veriler, öğrenciye daha fazla söz hakkı tanıyan, öğretmenin rehber konumunda olduğu, öğrencilerin birbiriyle tartıştığı ve keşfettiği bir ortam oluşturma eğilimlerinin genel olarak tüm gruplarda arttığını göstermiştir. Bireysel revizyonlarda öğretmen adaylarının alan ve öğrenci bilgilerinin ve öğrenci merkezli eğilimlerinin çoğunlukla arttığı görülmüştür. Uygulama bağlamında senaryo tamamlama sürecinin, öğretmen adaylarının öğrenmelerini geliştirdiği ve gerçek sınıf ortamına hazırlanmalarına katkı sağladığı düşünülmektedir.

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An Examination of the Teacher’s Questions for Revealing Students’ Mathematical Thinking

Cited by 3 publications

References 37 publications

An Action Research on Improving Classroom Communication and Interaction in Social Studies Teaching

An Action Research on Improving Classroom Communication and Interaction in Social Studies Teaching

The Questioning Techniques of Primary School Mathematics Teachers in their Journey to Incorporate Dialogic Teaching

Ortaokul Matematik Öğretmen Adaylarının Senaryo Tamamlama Uygulamaları Üzerinden Cebir Öğretimine İlişkin Öğrenmeleri

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