Junior high mathematics teachers taught with metaphorical thinking learning show better mathematical questioning ability than teachers taught conventionally¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Teachers in the MT class outperformed conventional-class teachers on mathematical questioning ability, a significant difference at the 5% level. → 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
Control-group posttest-only experiment with 82 junior high mathematics teachers (MT class n = 39, conventional n = 43); Two-Way ANOVA on the learning approach factor gave sig = 0,000. Descriptive means were 7,24 (72,40 %) for MT versus 6,50 (65,00 %) for conventional, ideal score 10.
"Based on Table 2, it was obtained that score of sig = 0,000; or in other words sig <0.05. It can be concluded that, at the significance level of 5%, there are significant differences between the ability to pose mathematical questioning of teachers who acqu ire metaphorical thinking learning and the ability of teachers with conventional class."
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
- Teachers' mathematical questioning ability falls short on the non-routine and open-ended question indicators in both learning conditions — related
- The control group showed no significant pre-test to post-test difference under conventional teaching — related
- Prior mathematical ability (KAM) significantly affects teachers' mathematical questioning ability, with Good and Low KAM differing significantly — related
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