Narratives of Nepali school mathematics teachers on classroom questioning techniques
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Resumo
This article examines the impact of Nepali math teachers’ questioning methods on current classroom practices in mathematics pedagogy. In this collection of short stories, four high school math teachers of Kathmandu Valley, Nepal share their experiences. This investigation used a criterion-based selection strategy to select high school math teachers. This article aims to focus on the difficulties students face in the classroom using questioning techniques. Behaviorist, social constructivist, and constructivist theoretical frameworks are employed in this study. “How do high school math teachers describe their questioning techniques?” was the research question for this study. I listened to four math teachers’ perspectives to learn more about the power dynamics in the classroom, specifically who is valued and whose voice can be heard when students ask questions in the context of a narrative inquiry for meaning making. Most high school math teachers initially appear to conformists to perceived appropriate method of questioning but later become nonconformists, which is defined as being more adaptable in their questioning technique. Many high school math teachers also ask a wide range of questions, from simple to complex, in the belief that this encourages students to participate in the mathematical discussion.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Mathematics and Science Teacher, v. 2, n. 1, p. em009
- Editora
- Modestum Limited
- Ano
- 2022 (2022-05-19)
- Idioma
- en
- Palavras-chave
- classroom questioning techniques; mathematics teachers; teacher narratives; high school mathematics; mathematics pedagogy; classroom power dynamics; student participation; mathematical discussion; constructivist teaching; social constructivism; behaviorism; nonconformity; Kathmandu Valley
- Temas
- Práticas Pedagógicas
- DOI
- 10.29333/mathsciteacher/12100
- ISSN
- 2752-6054
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
DAHAL, Niroj. Narratives of Nepali school mathematics teachers on classroom questioning techniques. Journal of Mathematics and Science Teacher, v. 2, n. 1, p. em009, 2022. DOI: https://doi.org/10.29333/mathsciteacher/12100.
APA
Dahal, N. (2022). Narratives of Nepali school mathematics teachers on classroom questioning techniques. Journal of Mathematics and Science Teacher, 2(1), em009. https://doi.org/10.29333/mathsciteacher/12100
BibTeX
@article{dahal2022,
author = {Dahal, Niroj},
title = {Narratives of Nepali school mathematics teachers on classroom questioning techniques},
year = {2022},
journal = {Journal of Mathematics and Science Teacher},
volume = {2},
number = {1},
pages = {em009},
publisher = {Modestum Limited},
doi = {10.29333/mathsciteacher/12100},
language = {en}
}RIS
TY - JOUR AU - Dahal, Niroj TI - Narratives of Nepali school mathematics teachers on classroom questioning techniques PY - 2022 JO - Journal of Mathematics and Science Teacher VL - 2 IS - 1 SP - em009 DO - 10.29333/mathsciteacher/12100 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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