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Optimizing Classroom Engagement in National Certificate (Vocational) Mathematics: A Framework for Questioning Techniques

Artigo2025

Mbazima Amos Ngoveni

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Resumo

This study develops and tests a questioning model aimed at enhancing interactive engagement in financial mathematics instruction within a single NC(V) Level 2 classroom. Grounded in formative assessment principles, the model incorporates structured and open-ended questions to foster procedural and conceptual understanding. The intervention used real-world financial scenarios like budgeting and loan repayments to make abstract concepts more relatable. Data were collected through classroom observations and a preparatory examination to evaluate student engagement and understanding. The findings indicate that consistent questioning fosters active participation, while higher-order questions promote critical thinking and real-world application. While performance improvements were noted, the primary focus was on engagement quality rather than academic outcomes. This study offers insights into how questioning strategies can enhance interactive learning in vocational education. Future research should expand the model to other subjects, gather student feedback, and integrate advanced digital tools for deeper interactivity.

Dados da obra

Tipo
Artigo
Periódico
Mathematics Teaching Research Journal
Ano
2025
Idioma
en
Palavras-chave
Questioning Techniques; Learner Engagement; Mathematics Instruction; Financial Education; Formative Evaluation; Career and Technical Education; College Students; Instructional Effectiveness; Electronic Learning; Relevance (Education); Cooperative Learning; Foreign Countries
Temas
Avaliação, Educação Financeira, Educação Profissional e Tecnológica
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
NGOVENI, Mbazima Amos. Optimizing Classroom Engagement in National Certificate (Vocational) Mathematics: A Framework for Questioning Techniques. Mathematics Teaching Research Journal, 2025. Disponível em: https://eric.ed.gov/?id=EJ1481916. Acesso em: 4 nov. 2026.

APA

Ngoveni, M. A. (2025). Optimizing Classroom Engagement in National Certificate (Vocational) Mathematics: A Framework for Questioning Techniques. Mathematics Teaching Research Journal. https://eric.ed.gov/?id=EJ1481916

BibTeX
@article{ngoveni2025,
  author = {Ngoveni, Mbazima Amos},
  title = {Optimizing Classroom Engagement in National Certificate (Vocational) Mathematics: A Framework for Questioning Techniques},
  year = {2025},
  journal = {Mathematics Teaching Research Journal},
  url = {https://eric.ed.gov/?id=EJ1481916},
  language = {en}
}
RIS
TY  - JOUR
AU  - Ngoveni, Mbazima Amos
TI  - Optimizing Classroom Engagement in National Certificate (Vocational) Mathematics: A Framework for Questioning Techniques
PY  - 2025
JO  - Mathematics Teaching Research Journal
UR  - https://eric.ed.gov/?id=EJ1481916
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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