CHANGES IN MATHEMATICS TEACHERS' QUESTIONING TECHNIQUES THROUGH THE LESSON STUDY PROCESS
| dc.contributor.author | ONG, EWE GNOH | |
| dc.date.accessioned | 2016-01-12T04:07:13Z | |
| dc.date.available | 2016-01-12T04:07:13Z | |
| dc.date.issued | 2010-01 | |
| dc.description.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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/1524 | |
| dc.subject | MATHEMATICS | en_US |
| dc.subject | QUESTIONING TECHNIQUES | en_US |
| dc.title | CHANGES IN MATHEMATICS TEACHERS' QUESTIONING TECHNIQUES THROUGH THE LESSON STUDY PROCESS | en_US |
| dc.type | Thesis | en_US |
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