Questioning techniques used by Foundation Phase Education students teaching mathematical problem-solving
Background: Developing the questioning skills of Foundation Phase Education students when teaching mathematical problem-solving is often a neglected area of student curricula. Aim: This gap in mathematics programme is the focus of this study. Three main components were identified: presentation of m...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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AOSIS
2020-02-01
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| Series: | South African Journal of Childhood Education |
| Subjects: | |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/564 |
| _version_ | 1811331325921067008 |
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| author | Gina Steyn Stanley A. Adendorff |
| author_facet | Gina Steyn Stanley A. Adendorff |
| author_sort | Gina Steyn |
| collection | DOAJ |
| description | Background: Developing the questioning skills of Foundation Phase Education students when teaching mathematical problem-solving is often a neglected area of student curricula.
Aim: This gap in mathematics programme is the focus of this study. Three main components were identified: presentation of mathematical problem-solving, the role of the Foundation Phase Education student in shared action and the questioning practice of the pre-service teacher.
Setting: This study is embedded in an amalgamated theoretical framework of three theories: relational theory, hermeneutical theory of Davis and the revised taxonomy of Bloom. This qualitative, interpretive study was conducted in a grade 1 class. Seven Foundation Phase pre-service students were purposively selected to participate in the study.
Methods: Triangulation of a multitude of research instruments ensured verification of data. The case study consisted mainly of the observation and analysis of six lessons. The framework of Tesch was used to interpret the data.
Results: An outcome of the case study is a concise description of the use of questioning when teaching mathematical problem solving. Students in the selected sample generally struggled to ask questions and expressed the need for skills training.
Conclusion: The student participants seemed unsure of how to use questioning skills optimally to elicit useful responses from their learners. Recommendations are made for enabling Foundation Phase students to learn the necessary skills to ask questions effectively in the problem solving segment of the curriculum. |
| first_indexed | 2024-04-13T16:17:54Z |
| format | Article |
| id | doaj.art-246b8a288fcb40cba0a8f13e9fad1d5d |
| institution | Directory Open Access Journal |
| issn | 2223-7674 2223-7682 |
| language | English |
| last_indexed | 2024-04-13T16:17:54Z |
| publishDate | 2020-02-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Journal of Childhood Education |
| spelling | doaj.art-246b8a288fcb40cba0a8f13e9fad1d5d2022-12-22T02:40:00ZengAOSISSouth African Journal of Childhood Education2223-76742223-76822020-02-01101e1e910.4102/sajce.v10i1.564374Questioning techniques used by Foundation Phase Education students teaching mathematical problem-solvingGina Steyn0Stanley A. Adendorff1Foundation Phase Department, Faculty of Education, Cape Peninsula University of Technology, Cape TownIntermediate Phase Department, Faculty of Education, Cape Peninsula University of Technology, Cape TownBackground: Developing the questioning skills of Foundation Phase Education students when teaching mathematical problem-solving is often a neglected area of student curricula. Aim: This gap in mathematics programme is the focus of this study. Three main components were identified: presentation of mathematical problem-solving, the role of the Foundation Phase Education student in shared action and the questioning practice of the pre-service teacher. Setting: This study is embedded in an amalgamated theoretical framework of three theories: relational theory, hermeneutical theory of Davis and the revised taxonomy of Bloom. This qualitative, interpretive study was conducted in a grade 1 class. Seven Foundation Phase pre-service students were purposively selected to participate in the study. Methods: Triangulation of a multitude of research instruments ensured verification of data. The case study consisted mainly of the observation and analysis of six lessons. The framework of Tesch was used to interpret the data. Results: An outcome of the case study is a concise description of the use of questioning when teaching mathematical problem solving. Students in the selected sample generally struggled to ask questions and expressed the need for skills training. Conclusion: The student participants seemed unsure of how to use questioning skills optimally to elicit useful responses from their learners. Recommendations are made for enabling Foundation Phase students to learn the necessary skills to ask questions effectively in the problem solving segment of the curriculum.https://sajce.co.za/index.php/sajce/article/view/564foundation phasemathematical problem-solvingquestioning skillspre-service teacher educationquestioning practicestimulating questions |
| spellingShingle | Gina Steyn Stanley A. Adendorff Questioning techniques used by Foundation Phase Education students teaching mathematical problem-solving South African Journal of Childhood Education foundation phase mathematical problem-solving questioning skills pre-service teacher education questioning practice stimulating questions |
| title | Questioning techniques used by Foundation Phase Education students teaching mathematical problem-solving |
| title_full | Questioning techniques used by Foundation Phase Education students teaching mathematical problem-solving |
| title_fullStr | Questioning techniques used by Foundation Phase Education students teaching mathematical problem-solving |
| title_full_unstemmed | Questioning techniques used by Foundation Phase Education students teaching mathematical problem-solving |
| title_short | Questioning techniques used by Foundation Phase Education students teaching mathematical problem-solving |
| title_sort | questioning techniques used by foundation phase education students teaching mathematical problem solving |
| topic | foundation phase mathematical problem-solving questioning skills pre-service teacher education questioning practice stimulating questions |
| url | https://sajce.co.za/index.php/sajce/article/view/564 |
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