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How Can Teachers Questioning Techniques Enhance Students Mathematical Understanding in a Classroom

Thesis Info

Author

Nasim Ara

Department

Institute for Educational Development, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2000

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676727941377

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The teaching of mathematics especially in most of the Government Schools in Pakistan is done in a traditional way. This kind of teaching helps students to memorize the rules and formulae transmitted by the teacher without understanding the rationales for them. In consequence the students develop the skills to do the mathematics but lack reasoning, and thinking in mathematics. This study was designed to explore how teachers questioning skills help small sample of Government Secondary School students to develop a conceptual understanding of the concept of fraction in class seven. Using an action research approach these students were engaged in mathematical thinking by posing activities of problem-solving questions. Probing and prompting questions which provided the researcher to assess the students understanding. Data collection in this study occurred in three steps. At the pre-intervention stage semi-structured interviews and classroom observations were conducted to ascertain how students learned and were taught mathematics in their school context. During the intervention stage the researcher posed different types of questions such as Problem-solving, Open-ended, Probing and Prompting questions to develop students understanding about fraction. At the post intervention stage, an oral test was conducted in which above mentioned question types were asked to develop their thinking skills and mathematical understanding. Post interviews with the six students were conducted to get both helping and constraining factors that emerged were specific types of questioning and purposes of asking these questions helped the students to understand the concept.
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ان کو خبر نہیں کہ لہو بولتا بھی ہے

ان کو خبرنہیں کہ لہو بولتا بھی ہے
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اسا تذہ کرام اور میرے ہم مکتب شاہینو!
آج مجھے جس موضوع پر گفتگو کرنی ہے وہ ہے:’’ان کو خبرنہیں کہ لہو بولتا بھی ہے ‘‘
جنابِ صدر!
ہر اک کا انداز گفتگو مختلف ہے، فلک کی فضاء میں طیور بولتے ہیں، جنگل و بیاباں میں درندے بولتے ہیں، گھر میں کو چہ گرد مرغ بولتے ہیں، رات کی تنہائیوں میں مختلف جانور آوازیں نکالتے ہیں، فصیح زبان میں حیوان ناطق بولتے ہیں، انسانوں کے گروہ کانمائندہ انسان زبان کھول کر بولتا ہے۔
معزز سامعین!
جو عظمت کی داستاں رقم کر جاتے ہیں، جو اپنی جان کا نذرانہ پیش کر کے تاریخ کے اوراق کی زینت بن جاتے ہیں، جو زندگی کی بازی ہار کر بھی دامنِ حیات سے وابستہ رہتے ہیں وہ لوگ زندگی میں نہیں بعد از وفات بھی فلک جرأت و شجاعت پر آفتاب بن کر چمکتے ہیں۔ ان کی رگوں میں دوڑنے والا خون بھی حرارت و تمازت لیے ہوتا ہے اور شہادت کی منزل پر فائز ہونے کے باوجود بھی ان کا لہو بولتا ہے۔ جیسے آج کل کشمیر کے مجاہدین دشمن کے خلاف صف آرا ہیں۔
جنابِ صدر!
زندگی کے پر لطف لمحات گزارنے کے بعد جب وہ شہادت کے مقام پر رفیعہ کے حصول میں کامیاب ہوتے ہیں تو ان کے جسم سے بہنے والا خون بھی پس ماندگان کے لیے مہمیز ثابت ہوتا ہے اور یہی اس کی آواز ہے کہ انسانیت کے دامن سے مر بوط لوگ ایک ایسے جذبے سے حصول منزل کے لیے مستعد ہو جاتے ہیں۔
جنابِ صدر!
قوموں کی زندگی میں کچھ ایسے لمحات بھی آتے ہیں۔ جب انہیں تاریخ کے نازک ترین...

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