Student teachers’ types of probing questions in inquiry-based mathematics teaching with and without GeoGebra

Hähkiöniemi, Markus

doi:10.1080/0020739x.2017.1329558

Cited by 23 publications

(14 citation statements)

References 20 publications

(43 reference statements)

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“…Besides visualization, Geogebra also serves to facilitate students / students to better understand abstract concepts (Dikovic, 2009). The use of geogebra by asking probing questions has a positive effect on the exploration phase (Hähkiöniemi, 2017;Zengin, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Geogebra-Assisted Direct Instruction on Students’ Self-Efficacy and Self-Regulation

Zetriuslita

Nofriyandi

Istikomah

2020

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This study aims to find out the effect of Geogebra Assisted Direct Instruction on students' self-efficacy and self-regulation. This is a mixed method research with a sequential explanatory strategy, while the research design is a pretest and posttest unequivalent group design. The experimental group applied Geogebra Assisted Direct Instruction while the control group used conventional learning. The population in this study is the third semester students who have studied Field and Space Analytic Geometry. The research sample was selected using cluster random sampling technique. The research instruments were self-efficacy and self-regulation questionnaires for quantitative data and interview sheets for qualitative data. Data analysis was performed quantitatively using inferential statistical analysis and qualitatively analyzing the results of interview with students. The results showed that there was a significant effect of geogebra-assisted direct instruction on the achievement of students' self-efficacy and self-regulation. From the interviews it was found that the application of Geogebra-assisted Direct Instruction can facilitate the achievement of students' self-efficacy and self-regulation.

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Section: Introductionmentioning

confidence: 99%

The Effect of Geogebra-Assisted Direct Instruction on Students’ Self-Efficacy and Self-Regulation

Zetriuslita

Nofriyandi

Istikomah

2020

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“…Bu durum çağdaş pedagojik perspektifler açısından şunu gösterebilir: öğretmenler öğrenenlerin sesinin sınıf içi sözel etkileşimler esnasında daha görünür ya da daha fazla hacim kaplar hale gelmesi için çaba göstermişlerdir. Sınıf söylemi alan yazınına ait çalışmalar bu durumu doğrulamaktadır (Hähkiöniemi, 2017;Sahin ve Kulm, 2008;Walsh ve Hodge, 2018). Öğretmenlerin sorular aracılığıyla yönettikleri sınıf içi süreçlerde öğretmenin sesine ek olarak diğer seslerin de duyulmasının önemli yollarından biri, onların öğrenenlerden gelen cevapları değerlendirmesi yerine, onları derinleştirmesidir (Bowne, Cutler, DeBates, Gilkerson ve Stremmel, 2010).…”

Section: Discussionunclassified

Okul Öncesi Öğretmen Sorularının Türleri ve Bilişsel Talepleri

Başalev

Soysal

2021

YED

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Bu çalışma okul öncesi öğretmenlerinin soru türlerinin ve bu soruların bilişsel taleplerinin incelenmesini amaçlamaktadır. Durum çalışması olarak tasarlanan araştırma 2019-2020 akademik yılında resmi bir anaokulunda görevli iki okul öncesi öğretmeni ve okul öncesi eğitime devam eden 52 çocukla yürütülmüştür . Çalışmanın veri setini sınıf içi uygulamaların video kayıtları (n = 17, toplamda 302 dakika) oluşturmaktadır. Öğretmenlerin her soru ifadesi bir analiz birimi olarak belirlenmiş ve kodlanmıştır. Öğretmen Soruları Kodlama Kataloğu, soru türevlerini; Olası Bilişsel Talepleri Kodlama Kataloğu ise bilişsel talepleri analiz etmek üzere geliştirilmiştir. Öğretmenlerin soruları sosyokültürel söylem analizinin bir kolu olan sistematik gözlem yöntemi ile analiz edilmiştir. Öğretmenlerin; İletişimsel, İzleme, Değerlendir–Yargıla–Eleştir, Çeldirme, Delillendirme, Gözlemle–Karşılaştır–Tahmin et, Çıkarımda Bulunma ve Diğer şeklinde sekiz türde soruları sergilediği gözlemlenmiştir. Öğretmen sorularının öğrenenlerde yarattığı olası bilişsel taleplerin ise hatırlama, anlama, analiz ve değerlendirme düzeylerinde olduğu ve sıklıkla anlama düzeyinde soruların kullanıldığı görülmüştür. Çalışmanın çıktıları göz önünde bulundurularak, soru çeşitliliğine, tartışma kültürüne ve üretken soru kavramlarına yönelik tartışmalar gerçekleştirilmiştir.

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“…Moreover, the teacher's quality of the questions affected the development of students' thinking. This question was the main component in the mathematical learning interaction (Hähkiöniemi, 2017) and influenced the students' learning results. The questions asked by both teachers in this study were to guide concept discovery, and these questions subsequently guided the students' conceptual understanding.…”

Section: Discussionmentioning

confidence: 99%

Teacher Support for Eliciting Students Mathematical Thinking: Problem Posing, Asking Questions, and Song

Kurniasih

Hidayah

Asikin

2020

IJLTER

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Mathematical thinking and reasoning are at the core of mathematics learning, strategies to facilitate their development are global issues for various countries. This qualitative study aims to describe the fifth-grade elementary school teacher’s stimulus form, to expand students’ thinking ability in mathematics learning and obtain a stimulus formulation of the fifth-grade elementary school teacher in developing students’ mathematical thinking ability. Data were obtained by using open-ended questionnaire methods and passive participation observation. The study results showed that the stimulus form of the fifth-grade elementary school teacher in expanding students’ thinking skill in learning the mathematics comprises problem posing, asking guiding questions, facilitating technology (learning videos/PowerPoint/Plickers), and song. The recommendation of fifth-grade elementary school teacher stimulus for developing students’ mathematical thinking ability was asking the probing question, playing, and games. Furthermore, the results of the second year’s research were widely disseminated to teachers. Primary school teachers who are part of the teacher working group also need to improve their professionalism, especially concerning developing stimulus thinking and applying it in learning. Therefore, the follow-up as the management of learning in the form of INNOMATTS training.

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Student teachers’ types of probing questions in inquiry-based mathematics teaching with and without GeoGebra

Cited by 23 publications

References 20 publications

The Effect of Geogebra-Assisted Direct Instruction on Students’ Self-Efficacy and Self-Regulation

The Effect of Geogebra-Assisted Direct Instruction on Students’ Self-Efficacy and Self-Regulation

Okul Öncesi Öğretmen Sorularının Türleri ve Bilişsel Talepleri

Teacher Support for Eliciting Students Mathematical Thinking: Problem Posing, Asking Questions, and Song

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