Changes In Mathematics Teachers' Questioning Techniques Through The Lesson Study Process
This study aimed to examine the changes in the mathematics teachers' questioning techniques through lesson study process. Two main research objectives were: i) to examine the changes in the mathematics teachers' questioning techniques in terms of probing, guiding and factual questioning...
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| Format: | Thesis |
| Language: | English |
| Published: |
2010
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| Subjects: | |
| Online Access: | http://eprints.usm.my/29154/1/CHANGES_IN_MATHEMATICS_TEACHERS_QUESTIONING_TECHNIQUES_THROUGH_THE_LESSON_STUDY_PROCESS.pdf |
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| Summary: | This study aimed to examine the changes in the mathematics teachers'
questioning techniques through lesson study process. Two main research
objectives were: i) to examine the changes in the mathematics teachers'
questioning techniques in terms of probing, guiding and factual questioning when
teaching mathematics; ii) to investigate the differences in the changes in
questioning techniques among novice and experienced mathematics teachers.
This study was conducted in Sarawak whereby ten (experienced and novice)
teachers from two schools, namely School M (primary) and School P(secondary)
underwent the lesson study process for fifteen months.
Kajian ini bertujuan mengkaji perubahan teknik penyoalan guru matematik
melalui proses lesson study. Dua objektif utama kajian ini ialah; i) menyiasat
perubahan teknik penyoalan guru matematik dari segi mencungkil, membimbing
dan penyoalan fakta; ii) mengkaji perbezaan perubahan teknik penyoalan dalam
kalangan guru baharu dan guru berpengalaman. Kajian ini dilaksanakan di
Sarawak, di mana sepuluh orang guru matematik (berpengalaman dan baharu)
dari dua buah sekolah, Sekolah M (sekolah rendah) dan Sekolah P (sekolah
menengah) telah melalui proses lesson study selama lima belas bulan.
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