Students' Inquisitive Questions Predict Their Understanding of Mathematics Texts

Abstract

Background: Inquisitiveness plays an important role in learning. Inquisitiveness encourages a person's natural tendency to ask questions when faced with a confusing situation. However, students are often unable to generate effective questions to understand information from mathematics texts. Objectives: This study investigates the characteristics of inquisitive questions that arise from students in understanding mathematical texts and their impact on students' understanding of texts. Design: This study uses qualitative data and analysis of students' questions about mathematics texts. Setting and Participants: This research was conducted at Darul Ulum Islamic Boarding School University in Indonesia with 11 students. Data from three students as the most extreme cases were chosen for further discussion. Data collection and analysis: the data were obtained from observations of questions and student behavior during discussions, content analysis of written questions, and reading comprehension tests. Results: The types of questions students ask can be a predictor of their understanding level of math texts. Questions that are limited in depth, such as the questions about formulas and procedures, can indicate a lack of conceptual understanding and students' mathematical reasoning. The ability to raise inquisitive questions corresponds to an increase in understanding of mathematical texts. For students with high motivation to ask questions in the discussion, interventions to read carefully and write down questions in each part of the text can increase their understanding. Conclusions: Low motivation in asking inquisitive questions can be related to a lack of understanding of math texts and low academic achievement. The results of this study do not conclude a causal relationship. Investigations over a longer period of time toward more subjects may be able to provide more information.