Examining the Changes in Novice and Experienced Mathematics Teachers' Questioning Techniques Through the Lesson Study Process.
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| Title: | Examining the Changes in Novice and Experienced Mathematics Teachers' Questioning Techniques Through the Lesson Study Process. |
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| Authors: | Ewe Gnoh Ong1 ongewegnoh@hotmail.com, Chap Sam Lim2 chpsam@gmail.com, Ghazali, Munirah2 munirah@usm.my |
| Source: | Journal of Science & Mathematics Education in Southeast Asia. Jun2010, Vol. 33 Issue 1, p86-109. 24p. 1 Diagram. |
| Subject Terms: | *Teachers, *School employees, *Experienced teachers, *Students, Mathematics |
| Abstract: | The purpose of this study was to examine the changes in novice and experienced mathematics teachers' questioning techniques. This study was conducted in Sarawak where ten (experienced and novice) teachers from two schools underwent the lesson study process for fifteen months. Four data collection methods namely, observation, interview, lesson plans and journal writings were used for this qualitative case study. Graesser, Person and Huber's (1992) questioning techniques was used to categorise and analyse the questions that the participants employed. The study found that the experienced mathematics teachers moved away from routine factual questions which focused on procedures and final answers which were used in the beginning and by the end of the study, they were able to generate questions to probe the pupils' thinking. They used more probing and guiding questions and began to plan their questions that they wanted to ask. In that way, they worked towards reducing pupils' misconceptions through rich scaffolding questions. Conversely, only one of the three novice teachers showed changes in his questioning techniques. He attempted some innovations with the support and guidance of the participants. However, the other two novices showed a lack of confidence to change. Hence, it can be concluded that changes gradually took place over multiple lesson study cycles as the participants built mathematical knowledge and questioning techniques. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Science & Mathematics Education in Southeast Asia is the property of Southeast Asian Ministers of Education Organization and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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