Prior mathematical ability (KAM) significantly affects teachers' mathematical questioning ability, with Good and Low KAM differing significantly¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? KAM is a significant factor in questioning ability (sig = 0,008), and Scheffe testing shows only the Good–Low KAM pair differs significantly. → 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

q2 · i? · causal · r2

Two-Way ANOVA of the same 82-teacher experiment: the KAM factor reached sig = 0,008. A follow-up Scheffe test printed Good vs Low mean difference 0,746* with sig 0,047 (Different), while Good–Moderate and Moderate–Low pairs were Not Different.

"Based on Table 2, it was obtained that sig = 0,008; or in other words, if sig <0.05; it can be concluded that, at significance level of 5%, at least there is one particular group of KAM whose ability to pose mathematical questio ning is significantly different from another KAM."

Discussion¶

Related Claims¶

• Learning approach and KAM show a significant interaction effect on teachers' mathematical questioning ability, though the article's text is internally inconsistent about it — related
• Algebra ability level differences appear on both criteria with no treatment-by-ability interaction — related
• Junior high mathematics teachers taught with metaphorical thinking learning show better mathematical questioning ability than teachers taught conventionally — related