Document Type : Research Paper
Authors
Abstract
ackground: Oral classroom questioning is a part of educational process and have a positive effect on learning if can be applied correctly. Objectives: The purpose of this study was to investigate and compare the effects of several oral questioning techniques on learning mathematics and on student’s interest toward mathematics. Methods: For this,25 mathematics class of high school male students from 5 educational field of Tehran city were selected(5 class from each field that had the same teacher).Teachers were thought that perform one of this procedures in each classes:1-class without classroom questioning,2-class with high cognitive level questions(upper than knowledge level),3-class with feed back for questions,4-class with selecting students for answering several seconds after explaining the question,5- class with questions in knowledge level, without feedback and selecting students for answering before explaining the question. After teaching mathematics in these ways for 10 sessions, a math exam and an interest questionnaire about math carried out. Data were analyzed with analyze variance and follow-up tests. Results: Results indicated that when students select for answering the question several seconds after explaining the question, the rate of learning is meaningfully more than the time that there isn,t any classroom questioning or when classroom questioning perform with questions in knowledge level, without feedback and selecting students for answering before explaining the question. Also, there was a meaningful different between interest of students without classroom questioning and students with selecting students for answering several seconds after explaining the question. Conclusion: If oral classroom questioning can be applied professionally correct, it has a positive effect on Math learning and liking.
Keywords
)