The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class
Communication plays a key role in teaching and learning processes. Questions are a communicational act greatly used by teachers to structure their discourse, establish dynamics, and foster interaction between the different participants in the classroom. In view of these potentialities of questions i...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Sriwijaya University
2023-04-01
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| Series: | Journal on Mathematics Education |
| Subjects: | |
| Online Access: | http://jme.ejournal.unsri.ac.id/index.php/jme/article/view/379 |
| _version_ | 1827787659895898112 |
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| author | Anaís Veloso Silva Floriano Viseu Luís Menezes |
| author_facet | Anaís Veloso Silva Floriano Viseu Luís Menezes |
| author_sort | Anaís Veloso Silva |
| collection | DOAJ |
| description | Communication plays a key role in teaching and learning processes. Questions are a communicational act greatly used by teachers to structure their discourse, establish dynamics, and foster interaction between the different participants in the classroom. In view of these potentialities of questions in the classroom context, we have developed a teaching experiment with the aim of understand the role of the teacher's question in the learning of topics on functions. Considering the nature of this aim, a methodology of qualitative and interpretative nature was used. The data collection was based on the students’ written productions and on the audio and video recordings of a mathematics class of a Grade 10 educational group (in northern Portugal). Data analysis is based on content analysis techniques, crossing collected data and categories emerging from the literature. The study revealed that the teacher’s questions alternated between confirmation, focalization, and inquiry, with inquiry prevailing. Questions aimed at testing the student’s knowledge gave both the teacher and actual student important information. Questions that focused the student’s attention on a particular detail enabled the students to organize their reasoning and structure their answer. Questions that required the students to explain or justify their thoughts were those that proved to most contribute to the development of the student’s reasoning process. |
| first_indexed | 2024-03-11T16:51:55Z |
| format | Article |
| id | doaj.art-f1220f340bd6400aa2de470d8afcb0b8 |
| institution | Directory Open Access Journal |
| issn | 2087-8885 |
| language | English |
| last_indexed | 2024-03-11T16:51:55Z |
| publishDate | 2023-04-01 |
| publisher | Sriwijaya University |
| record_format | Article |
| series | Journal on Mathematics Education |
| spelling | doaj.art-f1220f340bd6400aa2de470d8afcb0b82023-10-21T06:32:00ZengSriwijaya UniversityJournal on Mathematics Education2087-88852023-04-0114339541410.22342/jme.v14i3.pp395-414379The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics classAnaís Veloso Silva0Floriano Viseu1https://orcid.org/0000-0002-8221-6870Luís Menezes2https://orcid.org/0000-0002-8978-8900Department of Integrated Studies on Literacy, Didactics and Supervision, University of Minho, Minho, PortugalDepartment of Integrated Studies on Literacy, Didactics and Supervision, University of Minho, Minho, PortugalSchool of Education, Polytechnic of Viseu, Viseu, PortugalCommunication plays a key role in teaching and learning processes. Questions are a communicational act greatly used by teachers to structure their discourse, establish dynamics, and foster interaction between the different participants in the classroom. In view of these potentialities of questions in the classroom context, we have developed a teaching experiment with the aim of understand the role of the teacher's question in the learning of topics on functions. Considering the nature of this aim, a methodology of qualitative and interpretative nature was used. The data collection was based on the students’ written productions and on the audio and video recordings of a mathematics class of a Grade 10 educational group (in northern Portugal). Data analysis is based on content analysis techniques, crossing collected data and categories emerging from the literature. The study revealed that the teacher’s questions alternated between confirmation, focalization, and inquiry, with inquiry prevailing. Questions aimed at testing the student’s knowledge gave both the teacher and actual student important information. Questions that focused the student’s attention on a particular detail enabled the students to organize their reasoning and structure their answer. Questions that required the students to explain or justify their thoughts were those that proved to most contribute to the development of the student’s reasoning process.http://jme.ejournal.unsri.ac.id/index.php/jme/article/view/379communicationfunctionslearningtasksteacher’s questions |
| spellingShingle | Anaís Veloso Silva Floriano Viseu Luís Menezes The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class Journal on Mathematics Education communication functions learning tasks teacher’s questions |
| title | The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class |
| title_full | The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class |
| title_fullStr | The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class |
| title_full_unstemmed | The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class |
| title_short | The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class |
| title_sort | role performed by the teacher s question in the learning of quadratic function in an exploratory mathematics class |
| topic | communication functions learning tasks teacher’s questions |
| url | http://jme.ejournal.unsri.ac.id/index.php/jme/article/view/379 |
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