A teacher questioning activity: The use of oral open-ended questions in mathematics classroom

• Aziza, Mela ^[1]
  1. [1] Institut Agama Islam Negeri Bengkulu
• Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 10, Nº. 1, 2021, págs. 31-61
• Idioma: inglés
• DOI: 10.17583/qre.2021.6475
• Títulos paralelos:
  • Una actividad de preguntas para el maestro: El uso de preguntas abiertas orales en el aula de matemáticas
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Esta investigación tiene como objetivo analizar la actividad de cuestionamiento de un maestro utilizando preguntas abiertas orales en el aula de matemáticas en tres fases: el maestro hace preguntas matemáticas abiertas de manera oral, los estudiantes responden las preguntas y el maestro responde a las respuestas. Esta investigación involucró a un profesor de matemáticas y veintitrés estudiantes de séptimo año (de once a doce años) en una escuela secundaria en el Reino Unido. La muestra fue seleccionada mediante la técnica de muestreo intencional. La técnica de recolección de datos utilizada fue tres observaciones de lecciones de 45 minutos de duración utilizando notas de campo y grabaciones de audio. Se analizaron las notas y la transcripción de la grabación para encontrar las respuestas a tres preguntas de investigación. Los resultados mostraron que el profesor planteaba cualquier tipo de preguntas de forma oral. El maestro hizo dos o tres preguntas abiertas orales. Los estudiantes respondieron esas preguntas con una respuesta diferente. Sin embargo, las respuestas no solo fueron correctas, sino también incorrectas e incompletas. Después de obtener una respuesta, el maestro respondió haciendo preguntas de seguimiento tanto cerradas como abiertas.

  • English

    This research aims to analyse a teacher’s questioning activity using oral open-ended questions in the mathematics classroom in three phases: the teacher asks open-ended mathematics questions orally, students answer the questions, and the teacher responds to the answers. This research involved a mathematics teacher and twenty-three year 7 students (aged eleven-twelve years old) in a secondary school in the UK. The samples were chosen using purposive sampling technique. The data collection technique used was three 45-minute-long lesson observations using field notes and audio-recordings. The notes and the transcript of the recording were analysed to find the answers for three research questions. The results showed that the teacher posed any kind of questions orally. The teacher asked two or three oral open-ended questions. Students answered those questions with different answer. The answers were not only correct, but also incorrect and incomplete. After getting an answer, the teacher responded by asking follow-up questions both closed and open-ended.

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