واقع الأسئلة الصفية التي تطرحها معلمات الرياضيات في مرحلة التعليم الأساسي في ليبيا : دراسة نوعية

Abstract EN

The study aimed at investigating the reality of the classroom questions posed by mathematics female teachers of the basic education stage during their instruction to determine the levels, objectives and types of the questions.

to achieve the purpose of the study, a purposeful sample of six female teachers who were interested in participating in this study were chosen, and six lessons for each of them were recorded visually and three of them were interviewed.

the study found that most of the questions ranged from the first three cognitive levels : remembering, understanding, and application, the most of which was in remembering level (54%), with little questions of understanding (19%) and application levels (25%).

questions were rarely raised from the higher cognitive levels : analysis, syntheses and evaluation (2%).

most of the questions objectives ranged from the disclosure of previous learning to support of mathematical concepts and generalizations.

rarely were they aimed at removing confusion or motivating students to questioning.

most of the questions were of the closed type, and did not rise to open questions or thought-provoking questions.

in light of the results of the study, the researchers recommended the need to train teachers to ask questions of higher mental levels and development of thinking.