Abstract
Questioning has an important role in teaching mathematics. There is current research about questioning, especially related to class discussion and students’ responses. Some researchers suggest teachers pose any kind of questions in mathematics classroom regarding problem solving and mathematical creativity. This research focused on a teacher’s questioning activity and students’ responses as well as students’ mathematical creativity in response to the teacher’s questions. This study used observation of a lesson that involved a teacher and twenty-seven third-year students (aged 7-8). Audio recording and notes were taken during the observation, and six students’ work samples were also collected. The researcher transcribed the audio and then formulated appropriate interview questions for the teacher and six students chosen. The interview was conducted for clarifying the observation done and analysing what students’ mathematical creativity looked like. This interview was also recorded and transcribed. The teacher applied some questioning techniques like using PowerPoint and a wait-time technique asking different questions both closed and open-ended questions. When asked questions, students were able to produce different responses. However, students gave longer answers to open-ended questions especially while the teacher asked questions “How?” and “Why?”. The results also showed that open-ended questions could stimulate students’ mathematical creativity.
Highlights
Questioning has a significant role in teaching and learning activities included in a mathematics classroom
Boaler and Brodie (2004) explained that a teacher’s questioning plays a role in controlling classroom environments and creating the flow of classroom discussion. These roles identified the importance of teachers’ questioning in the classroom. It seemed that the previous studies were conducted to figure out the interaction between teachers and students, but there are still few areas to research about questioning and classroom discussion (Muir, 2009)
This study involved a female teacher who teaches mathematics for third-year children in primary school as well as a whole class of year three that consisted of twenty-seven students
Summary
Questioning has a significant role in teaching and learning activities included in a mathematics classroom. The majority of mathematics teachers are likely to spend 60% of their lesson asking questions (Sullivan & Lilburn, 2002). Boaler and Brodie (2004) explained that a teacher’s questioning plays a role in controlling classroom environments and creating the flow of classroom discussion. These roles identified the importance of teachers’ questioning in the classroom. It seemed that the previous studies were conducted to figure out the interaction between teachers and students, but there are still few areas to research about questioning and classroom discussion (Muir, 2009). A study regarding to teachers’ questions that stimulate a rich discussion is still required to be analysed further
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