King, Deborah Mary; (2004) Types of questions asked by teachers in teaching numeracy to the whole class, and implications for children's learning. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

This was a study of the kinds of questions asked by teachers in the numeracy session. The aim of the study was to find out what sorts of questions are asked during the whole class teaching part of the daily mathematics lesson and whether conclusions can be drawn about the learning from these questions. A pilot study looked at questioning of children aged 8 and 9 (years 4 and 5) during the mathematics lesson, and a classification of question types was drawn up. Questions were categorised by raters into those which required factual recall, those requiring computation or numerical calculation, problem solving questions and class management questions. Raters agreed on classification of questions in the majority of cases. In the main study teachers of children aged 8 and 9 were videoed in the whole class teaching section of the numeracy sessions, and their questions were classified into the four types above. To assess their learning in the introductory part of the Numeracy lesson children were given a short test based on the questions they had just been asked. Teachers asked more computation questions than problem solving question and in three of the ten classes observed children performed better on the computation than the problem solving questions. Two types of question distribution emerged and these types of teaching style are discussed. The performance of the children in the post-test indicated that a number in each class had not understood the numerical concepts which had just been taught.

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