• Journal of the Korean earth science society
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• v.42 no.2
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• pp.221-244
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• 2021

To examine the limitations of the the Blosser's (1973) 'Question Category System for Science', which is mainly applied to research in science education in Korea, we analyzed 30 hours of class conversation in a small group program (for first-year middle school students) with a researcher participating as a teacher. When classified according to Blosser's (1973) classification system, distinguishing between 'open and closed questions' was difficult. Questions with the same content were classified into different types depending on their context, whereas some questions could not be classified appropriately. Additionally, higher-level questions (open questions) were not more effective than lower-level questions (closed questions) in improving students' thinking ability or participation in class. The questionnaire's effect differed depending on the information provided by the teacher before questioning, and in many cases, previous question influenced the next questions. However, in the science education questionnaire research based on Blosser's (1973) classification, which is mainly conducted in Korea, each individual question is classified according to the cognitive level, disregarding the influence of context and prior and subsequent questions and the quality of instructions is evaluated by the frequency of higher level questioning. The results of this study indicate that the method of evaluating instruction quality based on the frequency of high-level questioning, which is currently conducted in domestic science education inquiry research, should be avoided.

• Journal of the Korean School Mathematics Society
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• v.9 no.4
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• pp.425-457
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• 2006

The purpose of this paper was to analyze a teacher's questioning in the learner-centered mathematics lessons and investigate its effects on the construction of learner's knowledge. For this study, it is analysed that the teacher's questioning in the 3 observed learner-centered lessons concerning elementary division topic. The study results showed that the characteristics of the teacher's questioning were respecting of learner's informal mathematical thinking, open-ended questioning for divergent thinking, appropriate questioning at every group, and respecting classroom norm. Teacher's questioning affects the quality of learner's mathematical thinking and his or her attitude toward mathematics.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.89-105
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• 2022

In this research, in order to obtain teaching/learning implications for effective use of questions when teaching number and operation area, the types of questions presented in chapters of number and operation area of 2015 revised elementary math textbooks and the function of questions were compared and analyzed by grade cluster. As a result of this research, the types of questions presented in chapters of number and operation area showed a high percentage of occurrences in the order of reasoning questions, factual questions, and open questions not calling for reasoning in common by grade cluster. And reasoning questions were predominant in all grade clusters. In addition, in all grade clasters, the proportion of questions acting as a function to help guess, invention, and solving problems and questions acting as a function to help mathematical reasoning were relatively high. As such, it can be inferred that the types and functions of the questions presented in chapters of number and operation area are related to the characteristics of the learning content by grade cluster. This research will be able to contribute to the preparation of advanced teaching/learning plans by providing reference materials in the questions when teaching number and operation area.

• Education of Primary School Mathematics
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• v.24 no.4
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• pp.189-202
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• 2021

The teacher's questions presented in the problem-solving situation stimulate students' mathematical thinking and lead them to find a solution to the given problem situation. In this research, the types and functions of questions presented in chapters of Pattern area of the 2015 revised elementary school mathematics textbooks were compared and analyzed by grade cluster. Through this, it was attempted to obtain implications for teaching and learning in identifying the characteristics of questions and effectively using the questions when teaching Pattern area. As a result of this research, as grade clsuter increased, the number of questions per lesson presented in Pattern area increased. Frequency of the types of questions in textbooks was found to be high in the order of reasoning questions, factual questions, and open questions in common by grade cluster. In chapters of Pattern area, relatively many questions were presented that serve as functions to help guess, invent, and solve problems or to help mathematical reasoning in the process of finding rules. It can be inferred that these types of questions and their functions are related to the learning content by grade cluster and characteristics of grade cluster. Therefore, the results of this research can contribute to providing a reference material for devising questions when teaching Pattern area and further to the development of teaching and learning in Pattern area.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.115-134
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• 2003

In this paper I have tried to find the points which current Math teachers should reconsider in their classes and suggested how to improve the teaching methods in the class. For these answers, I analysed Teaching plans of 30 Math teachers in K province and observed their model classes. The conclusions acquired by these observations are the followings. First, Math teachers should have a great deal of enthusiasm in their classes. Second, Math teachers must understand the curriculum. Third, Math teachers have to understand their students. Fourth, Math teachers should endeavor with other teachers through the workshop. Fifth, Math teachers should be professional and open-minded to make their classes public anytime.

• Journal of the Korean School Mathematics Society
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• v.22 no.4
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• pp.439-460
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• 2019

In this study, we examined classroom interaction to explore the relationships among teacher questions, turn-taking patterns, and student talks in mathematics classrooms. We analyzed lessons given by three elementary teachers (two first-grade teachers and one second-grade teacher) who worked in the same school using a conversation-analytic approach. We observed individual classrooms three times in a year. The results revealed that when teachers provided open-ended questions, such as "why and how" questions and "agree and disagree" questions, and used a non-IRE pattern (teacher initiation-student response-teacher feedback; Mehan, 1979), students more actively engaged in classroom discourse by justifying their ideas and refuting others' thinking. Conversely, when teachers provided closed-ended questions, such as "what" questions, and used an IRE pattern, students tended to give short answers focusing on only one point. The findings suggested teachers should use open-ended questions and non-IRE turn-taking patterns to create an effective math-talk learning community. In addition, school administrators and mathematics educators should support teachers to acquire practical knowledge regarding this approach.