Yıl 2018, Cilt 9, Sayı 1, Sayfalar 72 - 96 2017-12-26

An Examination of Teacher’s Questions for Revealing Students’ Mathematical Thinking
Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarmaya Yönelik Öğretmen Sorularının İncelenmesi

Ali Bozkurt [1] , Semra Polat [2]

210 361

This study examines  sixth grade students’ mathematical thinking,through comparing  their teacher's questions and their answers to thees questions. Five class videos taken consecutively in a particular sixth-grade classroom taught by a mathematics teacher were used as data resource. The dialogues in the videos were transcribed. The data were qualitatively analyzed. Within the scope of the analysis, codes were formed out of the participants’ answers, and their frequencies were calculated. According to the results, the teacher often used specific questions to remove students' missing, incorrect or uncertain answers, while they rarely used leading question types.   Also, he used general questions to allow the students to elaborate their explanations, thereby encouraging them to rethink their answers. Moreover, when the students answers were accurate and sufficient, the teacher preferred general question types.  

Bu çalışmada altıncı sınıf öğrencilerinin matematiksel düşüncelerini ortaya çıkarmaya yönelik öğretmenin sorduğu soru tipleri ile öğrenci cevapları arasındaki ilişki incelenmiştir. Veri kaynağı olarak altıncı sınıf matematik derslerinde çekilen beş ders videosu kullanılmıştır. Çalışmada içerik analizi yöntemi kullanılmıştır. Bu kapsamda videolardaki diyaloglar yazılı hale getirilmiştir. Katılımcıların cevaplarından kodlar oluşturulmuş ve bu kodların frekansları çıkarılmıştır. Analiz sonuçlarına göre öğretmenin öğrenci cevaplarındaki eksiklikleri, yanlışlıkları ve belirsizlikleri gidermek amacıyla daha çok özel soru tipini kullandığı ve yönlendirici soru tipini daha az kullandığı görülmüştür. Öğrencilerin açıklamalarını gerekçelendirmelerini sağlamak amacıyla genel soru tipini kullanarak öğrencileri yeniden düşünmeye sevk ettiği gözlenmiştir. Ayrıca öğrenciler doğru ve tam cevap verdiklerinde öğretmen özel soru tipini, eksik veya belirsiz cevap verdiğinde öğretmen genel ve özel soru tiplerini tercih etmiştir. 

  • Bakeman, R., & Gottman, J.M. (1997). Observing interaction: An introduction to sequential analysis. Cambridge university press.
  • Barker, C.& Galasinski, D. (2001). Cultural studies and discourse analysis: a dialogue on lnaguage and identity. London: Sage
  • Brooks, J.G., & Brooks, M.G. (1993). Becoming a constructivist teacher. Search of understanding: the case for constructivist classrooms, Alexandria: ACSD.
  • Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
  • Cazden, C. (1988). Classroom Discourse: The Language of Teaching and Learning. Heinemann Portsmouth, NH press.
  • Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International journal of science education, 28(11), 1315-1346. Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of research in Science Teaching, 44(6), 815-843.
  • Chong, J.S.Y., & Shahrill, M. (2014). The refinements needed to improve the teaching of conditional probability. Age, 50(59), 30-39.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York, NY: Routledge.
  • Eshach, H. (2010). An analysis of conceptual flow patterns and structures in the physics classroom. International Journal of Science Education, 32(4), 451-477.
  • Dantonio, M., & Paradise, L.V. (1988). Teacher Question-Answer Strategy and the Cognitive Correspondence between Teacher Questions and Learner Responses. Journal of Research and development in Education, 21(3), 71-75.
  • Dillon, J.T. (1985). Using questions to foil discussion. Teaching and teacher education, 1(2), 109-121.
  • Duit, R., & Treagust, D.F. (1998). 1.1 Learning in Science-From Behaviourism Towards Social Constructivism and Beyond. BJ Fraser&K. G. Tobin (Eds.), International handbook of science education, 3-25.
  • Fensham, P. J., & Gunstone, R. F. (1994). The content of science: A constructivist approach to its teaching and learning. Psychology Press.
  • Franke, M.L., Webb, N.M., Chan, A.G., Ing, M., Freund, D., & Battey, D. (2009). Teacher questioning to elicit students’ mathematical thinking in elementary school classrooms. Journal of Teacher Education, 60(4), 380-392.
  • Girolametto, L., Weitzman, E., van Lieshout, R., & Duff, D. (2000). Directiveness in teachers' language input to toddlers and preschoolers in day care. Journal of Speech, Language, and Hearing Research, 43(5), 1101-1114.
  • Guskey, T. R. (2003). How classroom assessments improve learning. Educational Leadership, 60(5), 6-11.
  • Kara, Y., & Özgün-Koca, S. A. (2004). Buluş Yoluyla Öğrenme ve Anlamlı Öğrenme Yaklaşımlarının Matematik Derslerinde Uygulanması:" İki Terimin Toplamının Karesi" Konusu Üzerine İki Ders Planı. İlköğretim online, 3(1).
  • Kontos, S., & Keyes, L. (1999). An ecobehavioral analysis of early childhood classrooms. Early Childhood Research Quarterly, 14(1), 35-50.
  • Lee, Y., & Kinzie, M.B. (2012). Teacher question and student response with regard to cognition and language use. Instructional Science, 40(6), 857-874.
  • Lemke, J.L. (1990). Talking science: Language, learning, and values. Ablex Publishing Corporation, 355 Chestnut Street, Norwood, NJ 07648 (hardback: ISBN-0-89391-565-3; paperback: ISBN-0-89391-566-1).
  • Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press.
  • Mills, S.R., Rice, C.T., Berliner, D.C., & Rosseau, E.W. (1980). The correspondence between teacher questions and student answers in classroom discourse. The Journal of Experimental Education, 48(3), 194-204.
  • National Council of Teacher of Mathematics (NCTM), (1991). Professional standards for teaching mathematics. Reston: Author.
  • National Counsil of Teacher of Mathematics (NCTM), (2000). Principles and standards for schol mathematics. Reston: Author.
  • Redfield, D.L., & Rousseau, E.W. (1981). A meta-analysis of experimental research on teacher questioning behavior. Review of educational research, 51(2), 237-245.
  • Ridgway, J. S., Titterington, L., & McCann, W. S. (1999). Best practices in science education. The ERIC Review, 6(2), 30-35.
  • Robbins, A. (1995). İçindeki Devi Uyandır. Çeviri. Belkıs Çorakçı (Dişbudak), İnkılap Yayınevi, İstanbul.
  • Roth, W.M. (1996). Teacher questioning in an open‐inquiry learning environment: Interactions of context, content, and student responses. Journal of Research in Science Teaching, 33(7), 709-736.
  • Rowe, M.B. (1986). Wait time: slowing down may be a way of speeding up!.Journal of teacher education, 37(1), 43-50.
  • Settlage, J. (1995). Children's conceptions of light in the context of a technology‐based curriculum. Science Education, 79(5), 535-553.
  • Sfard, A., & Kieran, C. (2001). Cognition as communication: Rethinking learning-by-talking through multi-faceted analysis of students' mathematical interactions. Mind, Culture, and Activity, 8(1), 42-76.
  • Shahrill, M. (2013). Review of teacher questioning in mathematics classrooms.International Journal of Humanities and Social Science, 3(17), 224-231.
  • Shahrill, M. (2013 c). Comparing teacher questioning in American and Australian mathematics classrooms. Journal of Applied Research in Education, 17, 26-40.
  • Shahrill, M., & Clarke, D.J. (2014). Brunei teachers' perspectives on questioning: Investigating the opportunities to" Talk" in mathematics lessons.International Education Studies, 7(7), 1.
  • Shahrill, M., & Mundia, L. (2014). The use of low-order and higher-order questions in mathematics teaching: Video analyses case study. Journal of Studies in Education, 4(2), 15-34.
  • Sahin, A., ve Kulm, G. (2008). Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions. Journal of mathematics teacher education, 11(3), 221-241.
  • Smart, J. B., & Marshall, J. C. (2013). Interactions between classroom discourse, teacher questioning, and student cognitive engagement in middle school science. Journal of Science Teacher Education, 24(2), 249-267.
  • Şevik, M. (2004). Yabancı Dil Öğretiminde Soru Sorma Teknikleri Ve Önemi. Burdur Eğitim Fakültesi Dergisi, 5(8), 130-149
  • Tobin, K. (1987). The role of wait time in higher cognitive level learning. Review of educational research, 57(1), 69-95.
  • Turnbull, K.P., Anthony, A.B., Justice, L., & Bowles, R. (2009). Preschoolers' exposure to language stimulation in classrooms serving at-risk children: The contribution of group size and activity context. Early Education and Development, 20(1), 53-79.
  • Van Zee, E.H., & Minstrell, J. (1997a). Reflective discourse: Developing shared understandings in a physics classroom. International Journal of Science Education, 19(2), 209-228.
  • Van Zee, E.H., & Minstrell, J. (1997b). Using questioning to guide student thinking. The Journal of the Learning Sciences, 6(2), 227-269.
  • Van Zee, E. H., Iwasyk, M., Kurose, A., Simpson, D., & Wild, J. (2001). Student and teacher questioning during conversations about science. Journal of Research in Science Teaching, 38(2), 159-190.
  • Voigt, J. (1996). Negotiation of mathematical meaning in classroom processes: Social interaction and learning mathematics. Theories of mathematical learning, 21-50.
  • Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard university press.
  • Ziv, A., Ben-David, S., & Ziv, M. (2005). Simulation based medical education: an opportunity to learn from errors. Medical teacher, 27(3), 193-199.
  • Wellington, J., & Osborne, J. (2001). Talk of the classroom: Language interactions between teachers and pupils. Language and literacy in science education, 24-40.
  • Winne, P.H. (1979). Experiments relating teachers' use of higher cognitive questions to student achievement. Review of Educational Research, 49(1), 13-49.
  • Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving*. Journal of child psychology and psychiatry, 17(2), 89-100.
  • Wragg, E.C., & Brown, G. (2001). Questioning in the secondary school. London, UK: Routledge/Falmer.
Birincil Dil tr
Konular Sosyal ve Beşeri Bilimler
Dergi Bölümü Araştırma Makaleleri
Yazarlar

Yazar: Ali Bozkurt
Ülke: Turkey


Yazar: Semra Polat
Ülke: Turkey


Bibtex @araştırma makalesi { turkbilmat337419, journal = {Turkish Journal of Computer and Mathematics Education (TURCOMAT)}, issn = {1309-4653}, address = {Türkbilmat Eğitim Hizmetleri}, year = {2017}, volume = {9}, pages = {72 - 96}, doi = {10.16949/turkbilmat.337419}, title = {Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarmaya Yönelik Öğretmen Sorularının İncelenmesi}, key = {cite}, author = {Polat, Semra and Bozkurt, Ali} }
APA Bozkurt, A , Polat, S . (2017). Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarmaya Yönelik Öğretmen Sorularının İncelenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9 (1), 72-96. DOI: 10.16949/turkbilmat.337419
MLA Bozkurt, A , Polat, S . "Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarmaya Yönelik Öğretmen Sorularının İncelenmesi". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 9 (2017): 72-96 <http://dergipark.gov.tr/turkbilmat/issue/33209/337419>
Chicago Bozkurt, A , Polat, S . "Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarmaya Yönelik Öğretmen Sorularının İncelenmesi". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 9 (2017): 72-96
RIS TY - JOUR T1 - Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarmaya Yönelik Öğretmen Sorularının İncelenmesi AU - Ali Bozkurt , Semra Polat Y1 - 2017 PY - 2017 N1 - doi: 10.16949/turkbilmat.337419 DO - 10.16949/turkbilmat.337419 T2 - Turkish Journal of Computer and Mathematics Education (TURCOMAT) JF - Journal JO - JOR SP - 72 EP - 96 VL - 9 IS - 1 SN - 1309-4653- M3 - doi: 10.16949/turkbilmat.337419 UR - http://dx.doi.org/10.16949/turkbilmat.337419 Y2 - 2017 ER -
EndNote %0 Turkish Journal of Computer and Mathematics Education (TURCOMAT) Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarmaya Yönelik Öğretmen Sorularının İncelenmesi %A Ali Bozkurt , Semra Polat %T Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarmaya Yönelik Öğretmen Sorularının İncelenmesi %D 2017 %J Turkish Journal of Computer and Mathematics Education (TURCOMAT) %P 1309-4653- %V 9 %N 1 %R doi: 10.16949/turkbilmat.337419 %U 10.16949/turkbilmat.337419