Teachers' mathematical questioning ability falls short on the non-routine and open-ended question indicators in both learning conditions¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change

Subclaims¶

q2 i? Achievement on raising non-routine questions (MT 63%, conventional 57%) and open-ended questions (MT 66%, conventional 62%) was not reached well. → 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

Descriptive achievement percentages by KAM level and class in Table 4 of the same experiment; the context-connected indicator reached 96% (MT) and 100% (conventional), while non-routine and open-ended indicators stayed far lower in both conditions.

"The results, shown in Table 4, conclude that, on the indicator raising issues in the form of non-routine and open -ended questions of statements given , the achievement of teachers’ mathematical questioning ability has not been reached well."

Discussion¶

Related Claims¶

• Junior high mathematics teachers taught with metaphorical thinking learning show better mathematical questioning ability than teachers taught conventionally — related
• Teachers face stated constraints in arranging non-routine questions and expecting open-ended answers, including classroom culture and monotonous methods — related
• Multiple-choice single-select items are less difficult than open-ended response questions, and delayed perceived task difficulty ratings relate more strongly to relative item difficulty for open-ended items — related