Teachers face stated constraints in arranging non-routine questions and expecting open-ended answers, including classroom culture and monotonous methods¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q1
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Based on observation, teachers' difficulties stem from classroom climate, teaching experience favouring monotonous models, curriculum conformity demands, and quantity-oriented learning outcomes. → Hendriana 2017

Evidence¶

Hendriana 2017¶

Hendriana, H., Rohaeti, E.E., & Hidayat, W. (2017). Metaphorical Thinking Learning and Junior High School Teachers’ Mathematical Questioning Ability. Journal on Mathematics Education, 8(1), 55-64. https://jme.ejournal.unsri.ac.id/index.php/jme

q1 · i? · qualitative · r1

Authors' observational account (type e) of constraints faced by junior high mathematics teachers, listed as four points after Table 4; no effect sizes or tests are reported for these constraints.

"The cultural climate of the learning atmosphere in the classroom in applyi ng the learning activities that leads students to think abstractly caused by the in itial conditions of students who are accustomed to only receive learning material without thinking of the material context in more depth."

Discussion¶

Related Claims¶

• Teachers' voluntary individual adoption activities fall into two categories — investigating new computer resources and experimenting with altered teaching methods and classroom arrangements — associated with informational through consequence stages of concern — related
• Reviews of classroom studies, read from their abstracts, associate longer teacher wait time with longer, higher-cognitive-level student responses, with no effect size recorded — related
• Teachers' mathematical questioning ability falls short on the non-routine and open-ended question indicators in both learning conditions — related