How Do Middle School Mathematics Teachers Conceptualize Open-Ended Questions?

Autor/inn/en	Bingolbali, Erhan; Cevik, Hilmi Furkan
Titel	How Do Middle School Mathematics Teachers Conceptualize Open-Ended Questions?
Quelle	In: Elementary School Forum (Mimbar Sekolah Dasar), 9 (2022) 1, S.140-160 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2355-5343
Schlagwörter	Middle School Teachers; Mathematics Teachers; Teacher Attitudes; Teaching Methods; Questioning Techniques; Definitions; Phenomenology; Language Usage; Concept Formation; Educational Philosophy; Mathematics Achievement + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Begriffsbestimmung; Phenomenological psychology; Phänomenologie; Psychologie; Sprachgebrauch; Concept learning; Begriffsbildung; Bildungsphilosophie; Erziehungsphilosophie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The study aims at examining middle school mathematics teachers' conceptions of openended questions. A questionnaire consisting of open-ended items was applied to 40 mathematics teachers. The teachers were asked to define the open-ended question in general and the mathematical open-ended question in particular and provide examples to exemplify their definitions. This study employs phenomenographic design aiming at revealing middle school mathematics teachers' conceptions and experience regarding open-ended questions in an exploratory manner. The findings show that the teachers explained the open-ended question through its form (appearance), the number of outputs, the process/method required, and its functionality. In addition, teachers defined the open-ended question mostly using non-mathematical terms, and they had particular difficulties defining the mathematical open-ended question. The teachers regarded questions with variable correct answers as open-ended, could not give examples of open-ended questions with infinitely correct answers, and some deemed closed-ended questions as open-ended. Although the participants were mathematics teachers, the examples they presented for the open-ended question were mostly from outside the field of mathematics. This study points out the fact that teachers need a guiding conceptualization of open-ended questions. (As Provided).
Anmerkungen	Indonesia University of Education. Jl. Mayor Abdurachman No. 211, Sumedang, Jawa Barat, 45322, Indonesia. Web site: https://ejournal.upi.edu/index.php/mimbar/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01