The Effect of Lesson Study on Questioning Skills: Improving Students' Answers

Autor/inn/en	Cumhur, Fatma; Guven, Bulent
Titel	The Effect of Lesson Study on Questioning Skills: Improving Students' Answers
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 4, S.969-995 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cumhur, Fatma) ORCID (Guven, Bulent)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.2022227
Schlagwörter	Mathematics Instruction; Communities of Practice; Questioning Techniques; Preservice Teachers; Mathematics Teachers; Teaching Skills; High School Students; High School Teachers; Program Effectiveness; Foreign Countries; Secondary School Mathematics; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Community; Befragungstechnik; Fragetechnik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Türkei
Abstract	This study aimed to examine the effect of lesson study in developing pre-service mathematics teachers' questioning skills in terms of improving high school students' answers. The sample consisted of four pre-service teachers (PTs) studying mathematics teaching in a state university in northern Turkey. The study adopted a case study design. The data were obtained from transcriptions of each pre-service teacher's two-hour lessons that had performed before, during, and after lesson study. During data interpretation, first of all, the frequency of the probing, guiding, and clarifying questions that pre-service teachers asked according to the periods was calculated. Then, in order to identify the effectiveness of these questions in improving the students' answers, the dialogues of PTs with the students were examined and the attention was paid to how PTs reacted to students' answers and the questions they used. Findings displayed the effectiveness of lesson study in increasing the use of probing, guiding, and clarifying questions to improve students' answers, and that these questions were qualitatively more successful in improving students' answers in the lesson study and after lesson study periods. It was recommended that pre-service education should focus on theoretical and practical training to improve mathematics teachers' questioning skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01