The Views of Secondary School Mathematics Teachers on Their Questioning Approaches Used in Teaching Processes

Ayça Şahbaz; Semiha Kula Ünver

Makale detayları

The Views of Secondary School Mathematics Teachers on Their Questioning Approaches Used in Teaching Processes

Yazarlar:

Ayça Şahbaz | Semiha Kula Ünver

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.6 Issue 2, pp.740-762

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001322254

pISSN:

2687-1831

Anahtar kelimeler:

Özet:

 The purpose of this research is to reveal the opinions of secondary school mathematics teachers about the questioning approaches they use in their teaching process. The research was carried out by using case study, which is one of the qualitative research methods. The participants of the study are nineteen secondary school mathematics teachers working in the province of Manisa in the 2021-2022 academic year. The data of the research are semi-structured interviews. Interview Form for Determining the Questioning Approaches Used by Secondary School Mathematics Teachers in the Process of Teaching, which was developed by the researchers, was used to conduct one-hour interviews. Each interview was transcribed. Thematic coding was used from the obtained transcripts and content analysis was used according to the frequency of occurrence. It has been revealed that teachers are generally aware of the importance of questioning, but they do not benefit sufficiently from the advantages of asking questions in the teaching process. It can be suggested that secondary school mathematics teachers receive in-service training on asking questions, increasing the training on asking questions in education faculties, and carrying out a similar study in the classroom.

 The purpose of this research is to reveal the opinions of secondary school mathematics teachers about the questioning approaches they use in their teaching process. The research was carried out by using case study, which is one of the qualitative research methods. The participants of the study are nineteen secondary school mathematics teachers working in the province of Manisa in the 2021-2022 academic year. The data of the research are semi-structured interviews. Interview Form for Determining the Questioning Approaches Used by Secondary School Mathematics Teachers in the Process of Teaching, which was developed by the researchers, was used to conduct one-hour interviews. Each interview was transcribed. Thematic coding was used from the obtained transcripts and content analysis was used according to the frequency of occurrence. It has been revealed that teachers are generally aware of the importance of questioning, but they do not benefit sufficiently from the advantages of asking questions in the teaching process. It can be suggested that secondary school mathematics teachers receive in-service training on asking questions, increasing the training on asking questions in education faculties, and carrying out a similar study in the classroom.

 The purpose of this research is to reveal the opinions of secondary school mathematics teachers about the questioning approaches they use in their teaching process. The research was carried out by using case study, which is one of the qualitative research methods. The participants of the study are nineteen secondary school mathematics teachers working in the province of Manisa in the 2021-2022 academic year. The data of the research are semi-structured interviews. Interview Form for Determining the Questioning Approaches Used by Secondary School Mathematics Teachers in the Process of Teaching, which was developed by the researchers, was used to conduct one-hour interviews. Each interview was transcribed. Thematic coding was used from the obtained transcripts and content analysis was used according to the frequency of occurrence. It has been revealed that teachers are generally aware of the importance of questioning, but they do not benefit sufficiently from the advantages of asking questions in the teaching process. It can be suggested that secondary school mathematics teachers receive in-service training on asking questions, increasing the training on asking questions in education faculties, and carrying out a similar study in the classroom.

 Bu araştırmanın amacı ortaokul matematik öğretmenlerinin öğretimleri sürecinde kullandıkları soru sorma yaklaşımlarına ilişkin görüşlerini ortaya çıkarmaktır. Araştırma nitel araştırma yöntemlerinden biri olan durum çalışmasından yararlanılarak yürütülmüştür. Araştırmanın katılımcıları 2021-2022 eğitim öğretim yılında Manisa ilinde görev yapan olan on dokuz ortaokul matematik öğretmenleridir. Araştırmanın verileri yarı-yapılandırılmış görüşmeler yardımıyla toplanmıştır. Araştırmacılar tarafından oluşturulan Ortaokul Matematik Öğretmenlerinin Öğretimleri Sürecinde Kullandıkları Soru Sorma Yaklaşımlarını Belirlemeye İlişkin Görüşme Formu ile bir ders saati süren görüşmeler gerçekleştirilmiştir. Her bir görüşme transkript edilmiştir. Elde edilen transkriptlerden tematik kodlamadan ve rastlanma sıklığına göre içerik analizi kullanılmıştır. Öğretmenlerin genel anlamda soru sormanın öneminin farkında oldukları ancak öğretim süreçlerinde soru sormanın avantajlarından yeteri kadar yararlanamadıkları ortaya çıkmıştır. Ortaokul matematik öğretmenlerinin soru sorma ile ilgili hizmet-içi eğitim almaları, eğitim fakültelerinde soru sorma ile ilgili eğitimlerin arttırılması, benzer bir çalışmanın sınıf ortamında gerçekleştirilmesi önerilebilir.

Makale detayları

The Views of Secondary School Mathematics Teachers on Their Questioning Approaches Used in Teaching Processes

Yazarlar:

Ayça Şahbaz | Semiha Kula Ünver

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.6 Issue 2, pp.740-762

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001322254

pISSN:

2687-1831

Questioning

Teacher opinions

Secondary school mathematics teacher.Soru sorma

Öğretmen görüşleri

Ortaokul matematik öğretmeni

Sayı

Makale detayları

The Views of Secondary School Mathematics Teachers on Their Questioning Approaches Used in Teaching Processes

Yazarlar: Ayça Şahbaz | Semiha Kula Ünver

Yayıncı: Necmettin Erbakan University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.6 Issue 2, pp.740-762

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001322254

pISSN: 2687-1831

Questioning

Teacher opinions

Secondary school mathematics teacher.Soru sorma

Öğretmen görüşleri

Ortaokul matematik öğretmeni

Sayı

Yazarlar:

Ayça Şahbaz | Semiha Kula Ünver

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.6 Issue 2, pp.740-762

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001322254

pISSN:

2687-1831