Mathematics Teachers' Use of Questions: Is There a Change of Practice after the Curriculum Change?

DELİCE A., AYDIN E., Cevik K. S.

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, cilt.9, sa.4, ss.417-427, 2013 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 9 Sayı: 4
  • Basım Tarihi: 2013
  • Doi Numarası: 10.12973/eurasia.2013.9410a
  • Dergi Adı: EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.417-427
  • Anahtar Kelimeler: mathematics assessment, mathematics questions, marking questions, curriculum change, CLASSROOM DISCOURSE, TALKING, EXPERT
  • Marmara Üniversitesi Adresli: Evet

Özet

The aim of this study is to investigate the questions that are used by teachers. In broader sense the intention is to focus on questions as part of teachers' formal as well as informal assessments. We will mainly concentrate on how students are assessed and how the questions in the assessments are formed and marked. The research is mainly qualitative having both descriptive and exploratory purposes. Questionnaire and semi-structured interviews are used as the research instruments Convenience sampling was chosen as the most appropriate purposeful sampling strategy for this study. The qualitative data obtained from 86 teachers were categorised in terms of themes relevant to research questions and then these categorizations were coded. Data was collected in two phases. In the first phase a semi-structured interview was conducted to reveal the contexts in which teachers ask questions. Second phase started one month after the end of the first phase for which interviews and questionnaire were used together. Two dominant themes that emerged from this study are the effect of the institutional context teachers working within and the national examination system.