The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/87342 |
Resumo: | 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. |
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The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics classCommunicationFunctionsLearningTasksTeacher’s QuestionsCiências Sociais::Ciências da EducaçãoEducação de qualidadeCommunication 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.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.This work is funded by CIEd – Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT. This work is also funded by National Funds through the FCT – Foundation for Science and Technology, I.P., within the scope of the project Ref. UIDB/05507/2020. Furthermore, we would like to thank the Centre for Studies in Education and Innovation (CI&DEI) and the Polytechnic of Viseu for their support.Sriwijaya UniversityUniversidade do MinhoSilva, Anaís VelosoViseu, FlorianoMenezes, Luís2023-04-212023-04-21T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/87342engSilva, A. V., Viseu, F., & Menezes, L. (2023). The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class. Journal on Mathematics Education, 14(3), 395–414. https://doi.org/10.22342/jme.v14i3.pp395-4142087-88852407-061010.22342/jme.v14i3.pp395-414http://jme.ejournal.unsri.ac.id/index.php/jme/article/view/379info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-02T01:21:38Zoai:repositorium.sdum.uminho.pt:1822/87342Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T00:40:31.709393Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class |
title |
The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class |
spellingShingle |
The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class Silva, Anaís Veloso Communication Functions Learning Tasks Teacher’s Questions Ciências Sociais::Ciências da Educação Educação de qualidade |
title_short |
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_sort |
The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class |
author |
Silva, Anaís Veloso |
author_facet |
Silva, Anaís Veloso Viseu, Floriano Menezes, Luís |
author_role |
author |
author2 |
Viseu, Floriano Menezes, Luís |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Silva, Anaís Veloso Viseu, Floriano Menezes, Luís |
dc.subject.por.fl_str_mv |
Communication Functions Learning Tasks Teacher’s Questions Ciências Sociais::Ciências da Educação Educação de qualidade |
topic |
Communication Functions Learning Tasks Teacher’s Questions Ciências Sociais::Ciências da Educação Educação de qualidade |
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. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-04-21 2023-04-21T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/1822/87342 |
url |
https://hdl.handle.net/1822/87342 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Silva, A. V., Viseu, F., & Menezes, L. (2023). The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class. Journal on Mathematics Education, 14(3), 395–414. https://doi.org/10.22342/jme.v14i3.pp395-414 2087-8885 2407-0610 10.22342/jme.v14i3.pp395-414 http://jme.ejournal.unsri.ac.id/index.php/jme/article/view/379 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Sriwijaya University |
publisher.none.fl_str_mv |
Sriwijaya University |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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