Learning approach and KAM show a significant interaction effect on teachers' mathematical questioning ability, though the article's text is internally inconsistent about it¶

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? The learning approach × KAM interaction on questioning ability is significant at the 5% level (sig = 0.028). → 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 interaction term (A x B) in the 82-teacher experiment: RJK 3,883, F hit 3,765, sig 0.028, printed as significant. No effect size is reported for the interaction.

"Based on Table 2, it was obtained that sig = 0.028 less than 0.05; it can be concluded that, at the 5% significance level, there is a significant interaction effect between learning approach (MT, and Basic) and KAM to produce teachers’ ability to pose mathematical questioning."

Discussion¶

Learner Variables¶

• Metacognition — moderator: an instructional effect differs with it

Related Claims¶

• Prior mathematical ability (KAM) significantly affects teachers' mathematical questioning ability, with Good and Low KAM differing significantly — related
• No interaction was found between learning approach and students' prior mathematical ability on critical thinking (with inconsistent printed F values) — related
• Junior high mathematics teachers taught with metaphorical thinking learning show better mathematical questioning ability than teachers taught conventionally — related