Examination of Taiwanese Mathematics Teacher Questioning

Autor/inn/en	Hsu, Hui-Yu; Yao, Chen-Yu; Lu, BingYang
Titel	Examination of Taiwanese Mathematics Teacher Questioning
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 5, S.1473-1493 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lu, BingYang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10313-2
Schlagwörter	Foreign Countries; Mathematics Teachers; Questioning Techniques; Secondary School Teachers; Mathematics Instruction; Teacher Behavior; Educational Practices; Lecture Method; Difficulty Level; Cognitive Processes; Student Evaluation; Teacher Motivation; Teaching Styles; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Befragungstechnik; Fragetechnik; Mathematics lessons; Mathematikunterricht; Teacher behaviour; Lehrerverhalten; Bildungspraxis; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Schulnote; Studentische Bewertung; Lehrstil; Unterrichtsstil
Abstract	In this study, we aim to investigate the types of questions that Taiwanese mathematics teachers pose and in which instructional situations they do so during mathematics lessons at the secondary school level. The classroom teaching of six experienced mathematics teachers was analyzed. Quantitative analysis showed that the mathematics teachers tend to give lectures rather than ask questions. When the mathematics teachers posed questions, only about one-fifth of the questions require students to provide high-cognitive responses. We also observed that the mathematics teachers differed in the number and type of questions they asked in different instructional situations. A cross-examination of the types of questions and the lesson structures revealed that two-thirds of the mathematics teachers asked high-cognitive questions when practicing or reviewing the content with the students. The qualitative analysis further identified three instructional purposes for high-cognitive questions: connecting the meaning of mathematical concepts, stimulating multiple solutions to a problem, and exploring mathematical relationships across different problem contexts. The results imply that mathematics teaching at the secondary school level in Taiwan is more teacher-centered, and the mathematics teachers do not often ask questions during classroom teaching. However, the teachers tend to ask high-cognitive questions for assessment purposes to ensure that the students have understood the concepts and can proceed to advanced mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01