Enhancing Mathematical Language through Oral Questioning in Primary Schools
Abstract
Fluency in mathematical language is essential in helping students to master mathematics content. This qualitative case study was conducted to describe how mathematics teachers apply mathematical language to students in the oral questioning process. Data were collected through observations, interviews, and field notes. Six mathematics teachers from six different primary schools were selected as participants of the study using a purposive sampling method. The data were then analyzed using a constant comparative method to identify the patterns and themes that emerged from the data obtained. The study found that students were questioned by emphasizing the correct pronunciation and were asked mathematical terms and keywords to improve their mathematical language ability through oral questions. To enhance mathematical language, the teacher also restated terms in the teachers’ own words, asking using verbal-cloze questions, asking questions about mathematical terms repeatedly and using seeking-clarification questions. Thus, the use of various approaches in oral questioning had helped students to improve their fluency of mathematical language and enabled them to understand mathematical concepts better.  Therefore, teachers need to understand the role played by oral questioning in the teaching of mathematical language to students.
https://doi.org/10.26803/ijlter.19.5.24
Keywords
Full Text:
PDFReferences
Ahmad, S., Zawawi, T., & Omar, A. (2006). Isu-isu dalam pendidikan matematik [Issues in mathematics education]. Utusan Publications.
Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815–843.
Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. California: SAGE Publications, Incorporated.
Desli, D., & Galanopoulou, E. (2017). Questioning in Primary School Mathematics: An Analysis of Questions Teachers Ask in Mathematics Lessons. 3rd International Symposium on New Issues on Teacher Education, 97.
Gaspard, C. (2013). Secondary Mathematics Student Teachers’ Questions and Responses in Whole Class Discussion: Influences on Instructional Decisions (Doctoral thesis). University of California.
Idris, N. (2005). Pedagogi dalam pendidikan matematik [Pedagogy in mathematics education]. Utusan Publications.
Joseph, L., Eveleigh, E., Konrad, M., Neef, N., & Volpe, R. (2012). Comparison of the Efficiency of Two Flashcard Drill Methods on Children’s Reading Performance. Journal of Applied School Psychology, 28(4), 317–337.
Kanapathy, G. (2016). Kemahiran Visualisasi Dalam Mata Pelajaran Matematik Dalam Kalangan Murid Tahun 5 Di Sebuah SJKT Daerah Kuala Muda Yan, Kedah [Visualization Skills in Mathematics Subjects Among Year 5 Students at a Kuala Muda Yan District SJKT, Kedah]. International Seminar on Generating Knowledge Through Research, UUM-UMSIDA, 1(October), 909–916. https://doi.org/http://dx.doi.org/10.21070/picecrs.v1i1.629
Kaya, S., Kablan, Z., & Rice, D. (2014). Examining question type and the timing of IRE pattern in elementary science classrooms. International Journal of Human Sciences, 11(1), 621–640. https://doi.org/10.14687/ijhs.v11i1.2730
Kolb, S. M. (2012). Grounded Theory and the Constant Comparative Method : Valid Research Strategies for Educators. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 83–86.
Lasiun, M. (2016). Keberkesanan Kaedah Visualisasi: Meningkatkan Keupayaan Menyelesaikan Masalah Matematik Berayat [The Effectiveness of Visualization Methods: Improving the Ability to Solve Lifetime Mathematical Problems]. International Seminar on Generating Knowledge Through Research, UUM-UMSIDA, 1(1), 687–698. https://doi.org/10.21070/picecrs.v1i1.542
Mahmud, M. S. (2019). The Role of Wait Time in the Process of Oral Questioning in the Teaching and Learning Process of Mathematics. International Journal of Advanced Science and Technology, 28(16), 691–697.
Mahmud, M. S. (2020). Level of Oral Questions Used by New and Experience Teachers in Mathematics Teaching in Primary Schools. International Journal of Psychosocial Rehabilitation, 24(8), 3533–3541.
Mahmud, M. S., Yunus, A. S. M., Ayub, A. F. M., & Sulaiman, T. (2020a). The use of oral questioning in inculcating values in mathematics for primary school students. Universal Journal of Educational Research, 8(3), 1–8. https://doi.org/10.13189/ujer.2020.081601
Mahmud, M. S., Yunus, A. S. M., Ayub, A. F. M., & Sulaiman, T. (2020b). Types of Oral Questions Used by Teachers in Mathematical Problem Solving Teaching in Primary School Mathematics Teaching. International Journal of Psychosocial Rehabilitation, 24(06), 2278–2292.
Marzano, R. J. (2004). Building background knowledge for academic achievement. Alexandria: Association for Supervision and Curriculum Development.
McAninch, M. J. (2015). A Qualitative Study Of Secondary Mathematics Teachers ’ Questioning, Responses, And Perceived Influences (PhD thesis). University of Iowa.
Miller, T., Birch, M., Mauthner, M., & Jessop, J. (2012). Ethics in qualitative research. Thousand Oaks, CA: SAGE Publications.
Ministry of Education. (2014). Dokumen Standard Kurikulum Dan Pentaksiran Matematik: Tahun Enam [Curriculum and Assessment Standard Document: Year Six]. Putrajaya: Ministry of Education Malaysia.
Mohamad, B., Esa, A., & Warman, M. Y. A. H. J. H. S. (2009). Komunikasi Dalam Matematik Dalam Kalangan Kanak-Kanak [Mathematical Communication Within Children]. Persidangan Kebangsaan Pendidikan Sains Dan Teknologi 2009 [National Conference on Science and Technology Education 2009], 1–17.
Morin, J. E., & Franks, D. J. (2009). Why Do Some Children Have Difficulty Learning Mathematics? Looking at Language for Answers. Preventing School Failure: Alternative Education for Children and Youth, 54(2), 111–118. https://doi.org/10.1080/10459880903217861
Okafor, C. F., & Anaduaka, U. S. (2013). Nigerian School Children and Mathematics Phobia: How the Mathematics Teacher Can Help. American Journal of Educational Research, 1(7), 247–251. https://doi.org/10.12691/education-1-7-5
Paul, R., & Elder, L. (2007). Critical Thinking : The Art of Socratic Questioning. Journal of Developmental Education, 31(1), 36–37. https://doi.org/10.1037/027900
Purpura, D. J., & Reid, E. E. (2016). Mathematics and language: Individual and group differences in mathematical language skills in young children. Early Childhood Research Quarterly, 36, 259–268. https://doi.org/10.1016/j.ecresq.2015.12.020
Riccomini, P. J., Smith, G. W., Hughes, E. M., & Fries, K. M. (2015). The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary. Reading and Writing Quarterly, 31(3), 235–252. https://doi.org/10.1080/10573569.2015.1030995
Ryve, A., Nilsson, P., & Pettersson, K. (2013). Analyzing effective communication in mathematics group work: The role of visual mediators and technical terms. Educational Studies in Mathematics, 82(3), 497–514. https://doi.org/10.1007/s10649-012-9442-6
Shahrill, M., & Clarke, D. J. (2014). Brunei Teachers’ Perspectives on Questioning: Investigating the Opportunities to “Talk†in Mathematics Lessons. International Education Studies, 7(7). https://doi.org/10.5539/ies.v7n7p1
Sulaiman, T., Kuppusamy, S. K., Ayub, A. F. M., & Rahim, S. S. A. (2017). Relationship between Critical Thinking Disposition and Teaching Efficacy Among Special Education Integration Program Teachers in Malaysia. AIP Conference Proceedings 1795, 020025.
Tambychik, T., & Meerah, T. S. M. (2010). Students’ difficulties in mathematics problem-solving: What do they say? Procedia - Social and Behavioral Sciences, 8(5), 142–151. https://doi.org/10.1016/j.sbspro.2010.12.020
Wilen, W. W. (1991). Questioning Skills For Teachers what Research Says to the Teacher. (3rd Edition). Washington: National Education Association.
Wong, K. Y. (2015). Use of Student Mathematics Questioning to Promote Active Learning and Metacognition. In S. J. Cho (Ed.), Selected Regular Lectures from the 12th International Congress on Mathematical Education (pp. 877–895). https://doi.org/10.1007/978-3-319-17187-6_49
Zhang, X., & Lin, D. (2015). Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic. Contemporary Educational Psychology, 41, 188–197. https://doi.org/10.1016/j.cedpsych.2015.01.005
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493