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The Questioning Techniques of Primary School Mathematics Teachers in their Journey to Incorporate Dialogic Teaching

Artigo2022

Rosni Othman; Masitah Shahrıll ORCID; Roslinawati Mohd Roslan ORCID; Farida Nurhasanah ORCID; Nordiana Zakir ORCID; Daniel Asamoah ORCID

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Resumo

Questioning is one of the critical repertoires in dialogic teaching. Teachers who set dialogic classrooms need to be able to use questioning effectively. Effective questioning techniques by teachers improve teacher-student instructional dialogues in primary school mathematics classrooms. In this study, the questioning practices of three primary school mathematics teachers were analysed in their journey to incorporate dialogic teaching. Data were gathered through lesson observations, video recordings and teacher interviews. The three teachers’ classroom discourses were transcribed verbatim, and teachers’ questions were analysed to find out the types of questions, how the teachers asked the questions and the feedback given to the student’s responses. Findings from this study indicated that the three teachers used effective questioning techniques in ensuring dialogic teaching, with focusing, genuine enquiry, and closed testing questions being the most predominant. The teachers portrayed positive attitudes towards dialogic teaching and shared their comprehensive understanding of the approach.

Dados da obra

Tipo
Artigo
Periódico
Southeast Asian Mathematics Education Journal, v. 12, n. 2, p. 125-148
Ano
2022 (2022-12-31)
Idioma
en
Palavras-chave
questioning strategies; dialogic teaching; primary school mathematics teachers; teacher-student dialogue; classroom discourse; teacher questioning; teacher attitudes; student feedback; teacher professional development
Temas
Formação de Professores de Matemática
DOI
10.46517/seamej.v12i2.198
ISSN
2089-4716, 2721-8546
Licença
cc-by
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
OTHMAN, Rosni et al.. The Questioning Techniques of Primary School Mathematics Teachers in their Journey to Incorporate Dialogic Teaching. Southeast Asian Mathematics Education Journal, v. 12, n. 2, p. 125-148, 2022. DOI: https://doi.org/10.46517/seamej.v12i2.198.

APA

Othman, R., Shahrıll, M., Roslan, R. M., Nurhasanah, F., Zakir, N., & Asamoah, D. (2022). The Questioning Techniques of Primary School Mathematics Teachers in their Journey to Incorporate Dialogic Teaching. Southeast Asian Mathematics Education Journal, 12(2), 125-148. https://doi.org/10.46517/seamej.v12i2.198

BibTeX
@article{othman2022,
  author = {Othman, Rosni and Shahrıll, Masitah and Roslan, Roslinawati Mohd and Nurhasanah, Farida and Zakir, Nordiana and Asamoah, Daniel},
  title = {The Questioning Techniques of Primary School Mathematics Teachers in their Journey to Incorporate Dialogic Teaching},
  year = {2022},
  journal = {Southeast Asian Mathematics Education Journal},
  volume = {12},
  number = {2},
  pages = {125-148},
  doi = {10.46517/seamej.v12i2.198},
  language = {en}
}
RIS
TY  - JOUR
AU  - Othman, Rosni
AU  - Shahrıll, Masitah
AU  - Roslan, Roslinawati Mohd
AU  - Nurhasanah, Farida
AU  - Zakir, Nordiana
AU  - Asamoah, Daniel
TI  - The Questioning Techniques of Primary School Mathematics Teachers in their Journey to Incorporate Dialogic Teaching
PY  - 2022
JO  - Southeast Asian Mathematics Education Journal
VL  - 12
IS  - 2
SP  - 125
EP  - 148
DO  - 10.46517/seamej.v12i2.198
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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