Use of Student Mathematics Questioning to Promote Active Learning and Metacognition

Wong, Khoon Yoong

doi:10.1007/978-3-319-17187-6_49

Cited by 16 publications

(18 citation statements)

References 10 publications

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“…However, many of the graphs present in the textbook weren't appropriated to the mathematics curriculum of those students. The study also evidenced the need of given to the student's opportunities to exercise their own questions in order to promote active learning and metacognition according to the ideas of Wong (2012).…”

Section: Discussionmentioning

confidence: 87%

The Orchestration of Integrated Activities of Sciences and Mathematics in the 5th Schooling Grade: The Role of Questions

Guerra¹,

Teixeira²,

Costa³

2019

Education and New Developments

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The aim of this poster is to analyze the questions of a training teacher and of those their students in a sciences and mathematics integrated environment. The study wants to understand what type of questions will be crucial to mediate the learning in such context. The examined data belong to a research entitled "The enquiry in sciences class of 5 th grade students: an approach integrating mathematics". The methodology used was influenced by: Balance Model (Kiray, 2012) for integrating mathematics and science; the ideas of Myhiil and Dunkin (2005) and Carlsen, Erfjord and Hundeland ( 2009) about the teachers' questions; and the ideas of Moreira ( 2012) about student's questions in the classroom. The results seem to show that the students identify the abiotic factors through analyzing graphs elicited by questions. They also used processes of interpretation and intuition. Although the students had posed few questions, they had opportunity to deal with questions of different types and functions. The types of questions that seem to us to be the most crucial to mediated the learning (Carlsen et al. (2009) are: asking for argument, problem solving invitation and concluding. The science textbook, used in the class, didn´t take in account the mathematic curriculum. In order to promote science and mathematics learning, it seems important the textbook take in account the mathematics and science curricula according to the year of schooling.

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Section: Discussionmentioning

confidence: 87%

The Orchestration of Integrated Activities of Sciences and Mathematics in the 5th Schooling Grade: The Role of Questions

Guerra¹,

Teixeira²,

Costa³

2019

Education and New Developments

View full text Add to dashboard Cite

show abstract

“…The findings showed that there were a variety of approaches used by a mathematics teacher to encourage fluency of mathematical language to students through oral questioning. As discussed earlier, oral questioning plays a significant role in helping students to improve their skills and understanding of mathematics learning (Mahmud et al, 2019;Wong, 2015). Thus, it is not surprising that oral questions are also used by teachers in improving students' mathematical language skills.…”

Section: Discussionmentioning

confidence: 97%

Enhancing Mathematical Language through Oral Questioning in Primary Schools

Mahmud

Yunus

Ayub

et al. 2020

IJLTER

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Fluency in mathematical language is essential in helping students to master mathematics content. This qualitative case study was conducted to describe how mathematics teachers apply mathematical language to students in the oral questioning process. Data were collected through observations, interviews, and field notes. Six mathematics teachers from six different primary schools were selected as participants of the study using a purposive sampling method. The data were then analyzed using a constant comparative method to identify the patterns and themes that emerged from the data obtained. The study found that students were questioned by emphasizing the correct pronunciation and were asked mathematical terms and keywords to improve their mathematical language ability through oral questions. To enhance mathematical language, the teacher also restated terms in the teachers' own words, asking using verbal-cloze questions, asking questions about mathematical terms repeatedly and using seeking-clarification questions. Thus, the use of various approaches in oral questioning had helped students to improve their fluency of mathematical language and enabled them to understand mathematical concepts better. Therefore, teachers need to understand the role played by oral questioning in the teaching of mathematical language to students.

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“…With that in mind, the use of oral questioning techniques in mathematics teaching also improves students' conceptual and contextual understanding of what is being learned (Kassim & Zakaria, 2013). The students' understanding and thinking will be developed further because they are continuously stimulated by the questioning of the activities with which they are busy (Wong, 2015). Moreover, Wong (2015) also stated that oral questioning allows teachers to pry out their students' thoughts to get more accurate answers when teachers are not satisfied with the initial answers.…”

Section: Introductionmentioning

confidence: 99%

Improving Students’ Critical Thinking through Oral Questioning in Mathematics Teaching

Mahmud¹,

Pa²,

Zainal³

et al. 2021

IJLTER

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The use of effective oral questioning in the teaching of mathematics can stimulate students' thinking and encourage them to think critically. As a result, this study was carried out to identify the oral questions used by teachers when teaching mathematics. This can encourage students' critical thinking. This was a qualitative study in the form of a case study conducted in six schools in a Malaysian state with a total of six study participants. They were chosen on purpose based on the specific criteria set by the researcher. The data was collected using observation methods, interviews, and field notes to gain an in-depth picture of the phenomena studied. The study findings were analyzed using the continuous comparison method to identify the themes and subthemes involved. The researchers used several methods to improve the validity and reliability of this study, including triangulation, the consent of the study participants, peer reviews, audit trails, researcher bias, and a long period in the field. According to the study findings, mathematics teachers frequently use three types of oral questions to encourage their students to think critically: prompting questions, reflective questions, and clarification questions. These types of oral questions are effective at encouraging students to think critically when trying to solve mathematical problems. This study implies that teachers should use caution when asking oral questions so that the students' thinking is stimulated, rather than focusing on memorizing important mathematical algorithms and procedures.

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Use of Student Mathematics Questioning to Promote Active Learning and Metacognition

Cited by 16 publications

References 10 publications

The Orchestration of Integrated Activities of Sciences and Mathematics in the 5th Schooling Grade: The Role of Questions

The Orchestration of Integrated Activities of Sciences and Mathematics in the 5th Schooling Grade: The Role of Questions

Enhancing Mathematical Language through Oral Questioning in Primary Schools

Improving Students’ Critical Thinking through Oral Questioning in Mathematics Teaching

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