Efficient Questioning in Teaching Mathematics: Teachers’ Attitudes and Practices
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Resumo
The paper is an exposure to the latest practices of questioning in teaching and learning math (TLM) on the basis of psychological-semiotic approach. Emphasis is placed on the degree of semantic support of the expected answer when formulating educational questions. The paper explored: whether teachers are able to distinguish between types of questions and to use them in sync with didactic purpose; what types of questions teachers consider to be the most effective; what factors influence this process. To achieve these goals, survey-based research was conducted among 173 high school mathematics teachers across Ukraine. The research proved that, in their majority, teachers are able to correctly distinguish among the types of the questions offered. According to the teachers, questions with full semantic support for the answer are less useful in TLM. The study showed teachers’ lack of ability to identify the goals of the questions. There has been revealed a gap between the teachers’ attitude to the expedience of using questions with several possible answers and the practice of their implementation in TLM. The study yielded 35 variables characterizing the current status of the problem. They were optimized to 13 factors. It was stated that questioning should comply with the content of educational material, and the questions formulated with the use of topical vocabulary known to the students are viewed as most cost-effective. The research revealed the significant impact of the number of questions that teachers or students ask. The factor of primary importance appears to be that of time.
Dados da obra
- Tipo
- Artigo
- Periódico
- Revista Romaneasca pentru Educatie Multidimensionala, v. 15, n. 1, p. 216-246
- Ano
- 2023 (2023-03-01)
- Idioma
- en
- Palavras-chave
- teacher attitudes; question types; multiple-choice questions; secondary mathematics teachers; teacher-student relationship; instructional time
- DOI
- 10.18662/rrem/15.1/694
- ISSN
- 2066-7329, 2067-9270
- Licença
- cc-by-nc-nd
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ТАРАСЕНКОВА, Ніна et al.. Efficient Questioning in Teaching Mathematics: Teachers’ Attitudes and Practices. Revista Romaneasca pentru Educatie Multidimensionala, v. 15, n. 1, p. 216-246, 2023. DOI: https://doi.org/10.18662/rrem/15.1/694.
APA
Тарасенкова, Н., Akulenko, I., Гнезділова, К. М., Чашечникова, О. С., Kirman, V., SERDIUK, Z., Kolomiets, O., & Zaporozhets, A. (2023). Efficient Questioning in Teaching Mathematics: Teachers’ Attitudes and Practices. Revista Romaneasca pentru Educatie Multidimensionala, 15(1), 216-246. https://doi.org/10.18662/rrem/15.1/694
BibTeX
@article{2023,
author = {Тарасенкова, Ніна and Akulenko, Iryna and Гнезділова, Кіра Миколаївна and Чашечникова, Ольга Серафимівна and Kirman, Vadym and SERDIUK, Zoia and Kolomiets, O and Zaporozhets, Anton},
title = {Efficient Questioning in Teaching Mathematics: Teachers’ Attitudes and Practices},
year = {2023},
journal = {Revista Romaneasca pentru Educatie Multidimensionala},
volume = {15},
number = {1},
pages = {216-246},
doi = {10.18662/rrem/15.1/694},
language = {en}
}RIS
TY - JOUR AU - Тарасенкова, Ніна AU - Akulenko, Iryna AU - Гнезділова, Кіра Миколаївна AU - Чашечникова, Ольга Серафимівна AU - Kirman, Vadym AU - SERDIUK, Zoia AU - Kolomiets, O AU - Zaporozhets, Anton TI - Efficient Questioning in Teaching Mathematics: Teachers’ Attitudes and Practices PY - 2023 JO - Revista Romaneasca pentru Educatie Multidimensionala VL - 15 IS - 1 SP - 216 EP - 246 DO - 10.18662/rrem/15.1/694 LA - en ER -
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