Questions teachers ask in math classes and students’ verbal participation
This article presents research aimed at understanding how teachers' questions in mathematics classes require students’ verbal participation. It is a qualitative study with data collected through observations. The study had the participation of two middle school math teachers, each with distinct...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Federal do Pará (UFPA) |
| Repositório: | Amazônia (Universidade Federal do Pará. Online) |
| Idioma: | português |
| OAI Identifier: | oai:ojs.periodicos.ufpa.br:article/15221 |
| Acesso em linha: | https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/15221 |
| Access Level: | Acceso aberto |
| Palavra-chave: | communication; questions; answers; verbal participation; interaction comunicação; perguntas; respostas; participação verbal; interação. |
| Resumo: | This article presents research aimed at understanding how teachers' questions in mathematics classes require students’ verbal participation. It is a qualitative study with data collected through observations. The study had the participation of two middle school math teachers, each with distinct profiles regarding their pedagogical practices. Data analysis indicates that the communication established through mathematics teachers' questions in class followed patterns, such as the sandwich and the question-and-answer game patterns and instances of lack of verbal participation. The relationship between teachers' questions and students' verbal participation reveals that the adopted learning environment highly influences classroom communication. |
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