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The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathem

2023Journal article Open access
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dc.contributor.authorSilva, Anaís Veloso
dc.contributor.authorViseu, Floriano
dc.contributor.authorMenezes, Luís
dc.date.accessioned2023-08-10T09:11:40Z
dc.date.available2023-08-10T09:11:40Z
dc.date.issued2023
dc.description.abstractCommunication plays a key role in teaching and learning processes. Questions are a communicational act greatly used by teachers to structure their discourse, establish dynamics, and foster interaction between the different participants in the classroom. In view of these potentialities of questions in the classroom context, we have developed a teaching experiment with the aim of understand the role of the teacher's question in the learning of topics on functions. Considering the nature of this aim, a methodology of qualitative and interpretative nature was used. The data collection was based on the students’ written productions and on the audio and video recordings of a mathematics class of a Grade 10 educational group (in northern Portugal). Data analysis is based on content analysis techniques, crossing collected data and categories emerging from the literature. The study revealed that the teacher’s questions alternated between confirmation, focalization, and inquiry, with inquiry prevailing. Questions aimed at testing the student’s knowledge gave both the teacher and actual student important information. Questions that focused the student’s attention on a particular detail enabled the students to organize their reasoning and structure their answer. Questions that required the students to explain or justify their thoughts were those that proved to most contribute to the development of the student’s reasoning process.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationSilva, A. V., Viseu, F., & Menezes, L. (2023). The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class. Journal on Mathematics Education, 14(3), 395–414. https://doi.org/10.22342/jme.v14i3.pp395-414pt_PT
dc.identifier.doi10.22342/jme.v14i3.pp395-414
dc.identifier.urihttp://hdl.handle.net/10400.19/7905
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.subjectCommunicationpt_PT
dc.subjectFunctionspt_PT
dc.subjectLearningpt_PT
dc.subjectTaskspt_PT
dc.subjectTeacher’s Questionspt_PT
dc.titleThe role performed by the teacher’s question in the learning of quadratic function in an exploratory mathempt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage414pt_PT
oaire.citation.issue3pt_PT
oaire.citation.startPage395pt_PT
oaire.citation.titleJournal on Mathematics Educationpt_PT
oaire.citation.volume14pt_PT
person.familyNameViseu
person.familyNameMenezes
person.givenNameFloriano
person.givenNameLuís
person.identifier.orcid0000-0002-8221-6870
person.identifier.orcid0000-0002-8978-8900
person.identifier.scopus-author-id36619970100
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication9a912965-3e3c-4527-bb71-f876fa4a451f
relation.isAuthorOfPublication3a32117a-c737-4465-8f56-5e98a30728db
relation.isAuthorOfPublication.latestForDiscovery3a32117a-c737-4465-8f56-5e98a30728db

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