CHANGES IN MATHEMATICS TEACHERS' QUESTIONING TECHNIQUES THROUGH THE LESSON STUDY PROCESS
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Date
2010-01
Authors
ONG, EWE GNOH
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Abstract
This study aimed to examine the changes in the mathematics teachers'
questioning techniques through lesson study process. Two main research
objectives were: i) to examine the changes in the mathematics teachers'
questioning techniques in terms of probing, guiding and factual questioning when
teaching mathematics; ii) to investigate the differences in the changes in
questioning techniques among novice and experienced mathematics teachers.
This study was conducted in Sarawak whereby ten (experienced and novice)
teachers from two schools, namely School M (primary) and School P(secondary)
underwent the lesson study process for fifteen months. This qualitative study
employed four data collection methods: observation, interview, lesson plans and
journal writings. The Graesser, Person and Huber (1992) questioning techniques
taxonomy was used to categorize and analyze the questions that the participants
employed. The experienced mathematics teachers showed that they have moved
from routine factual questions which focused on procedures and final answers.
Towards the end of the study, these experienced mathematics teachers were able
to generate questions to probe their pupils' thinking. The differences in the
questioning techniques of the teachers showed that teachers who were actively
interacting in the lesson study process experienced the most changes compared to
the ones that were satisfied with their questioning technique and did not see the
need for further changes. The study detected the most changes in three of the five
experienced teachers. These teachers seemed to use more probing and guiding
questions. They had also begun to plan their questions that they wanted to ask
and were more equipped to handle questions. Moreover, the teachers' questioning
techniques were geared towards reducing pupils' misconceptions through rich
scaffolding questions. In contrast, only one of the three novice teachers displayed
changes in his questioning techniques. He attempted to try out his ideas with the
support and guidance of the experienced teachers. However, the other two
novices showed inertia and lack of confidence to change. The principal conclusion
revealed that changes have gradually taken place over multiple lesson study
cycles as the participating teachers built mathematical knowledge and questioning
skills. Hence, lesson study has provided an alternative professional development
framework for mathematics teachers in questioning techniques whereby the teachers had been empowered to innovate in an encouraging environment.
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Keywords
MATHEMATICS , QUESTIONING TECHNIQUES