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Teachers’ questions matter : exploring the attributes of mathematics teachers’ questions within the Lesson Study context
Thesis (PhD (General))--University of Pretoria, 2023.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2023
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| _version_ | 1867613561341083648 |
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| access_status_str | Open Access |
| author2 | Sekao, David |
| author_browse | Sekao, David |
| author_facet | Sekao, David |
| collection | Thesis |
| dc_rights_str_mv | © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (General))--University of Pretoria, 2023. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/89597 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:05.905Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/89597 Teachers’ questions matter : exploring the attributes of mathematics teachers’ questions within the Lesson Study context Sekao, David brendamokotedi@msn.com Botha, Jan Jakobus Mokotedi, Lesego Brenda UCTD Lesson Study Variation Theory Questioning Mathematics Question Thesis (PhD (General))--University of Pretoria, 2023. Questions and questioning remain central to classroom conversations. Classroom interactions are mostly dominated by teachers’ questions and responses offered by learners. If used properly, questions can become tools that inspire deep intellectual thought in mathematics. Quality questions cultivate the habit of reflective inquiry and tend to transform learners into active participants during teaching and learning. Important as they are, questions and questioning appear to be neglected narratives within Lesson Study contexts. Against this background, this study was conducted to explore the attributes of questions developed and used by teachers as they engage in Lesson Study activities. In this study, I used Lesson Study as a context to learn how mathematics teachers incorporate questions during the three of the five stages of LS, i.e., collaborative lesson planning, lesson presentation and observation, and post-lesson reflection. The conceptual framework which guided the study was an amalgam of LS (the context), Variation Theory (theoretical lens) and Emanuelsson’s categories of classroom interactions. Extensive review of literature has shown that there is very little research conducted to explore how LS communities incorporate oral questions (questions they intend to use to facilitate learning) in their plans and how such questions filter into the lesson presentation and observation, and how they are eventually reflected upon during the post-lesson reflection stage. This study is an interpretive qualitative case study which involved five participants from four different schools and a single class of Grade 9 learners. Data were generated through observation, document analysis and informal conversational interviews. The findings show that although teachers were able to give consideration to questions they intend to use to facilitate learning, dorminant questions were those that mainly stimulated interactions in the topical zone. Evidence reported in this study also revealed that there is a policy implementation gap regarding the guidance teachers need when planning questions for informal assessment. This study has also contributed to extending the body of knowledge on how an LS team plan, implement and reflect on the questions. Science, Mathematics and Technology Education PhD (General) Unrestricted 2023-02-15T14:05:24Z 2023-02-15T14:05:24Z 2023-04 2023 Thesis * A2023 https://repository.up.ac.za/handle/2263/89597 10.25403/UPresearchdata.22100006 en © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Lesson Study Variation Theory Questioning Mathematics Question Teachers’ questions matter : exploring the attributes of mathematics teachers’ questions within the Lesson Study context |
| title | Teachers’ questions matter : exploring the attributes of mathematics teachers’ questions within the Lesson Study context |
| title_full | Teachers’ questions matter : exploring the attributes of mathematics teachers’ questions within the Lesson Study context |
| title_fullStr | Teachers’ questions matter : exploring the attributes of mathematics teachers’ questions within the Lesson Study context |
| title_full_unstemmed | Teachers’ questions matter : exploring the attributes of mathematics teachers’ questions within the Lesson Study context |
| title_short | Teachers’ questions matter : exploring the attributes of mathematics teachers’ questions within the Lesson Study context |
| title_sort | teachers questions matter exploring the attributes of mathematics teachers questions within the lesson study context |
| topic | UCTD Lesson Study Variation Theory Questioning Mathematics Question |
| url | https://repository.up.ac.za/handle/2263/89597 |