Brunei teachers' perspectives on questioning: Investigating the opportunities to "talk" in mathematics lessons

International Education Studies

Volumn 7, Issue 7, 2014, Pages 1-18

  Shahrill, Masitah ^a   Clarke, David J ^b  

^a UNIVERSITI BRUNEI DARUSSALAM   (Brunei Darussalam)

^b UNIVERSITY OF MELBOURNE   (Australia)

Author keywords

Brunei Darussalam; Choral responses; Questioning; Secondary mathematics; Talk; Utterances; Video stimulated recall interviews

Indexed keywords

EID: 84901942648     PISSN: 19139020     EISSN: 19139039     Source Type: Journal    
DOI: 10.5539/ies.v7n7p1     Document Type: Article

References (74)

1. Ainley, J. (2007). Using new technologies to investigate and improve learning: Trends and potentials (Keynote address). In A. W. A. Ghani, T. J. Sullivan, H. S. Dhindsa, A. Chamberlain, D. Boorer, K. Wood, & A. Baimba (Eds.), Changing contours of education: Future trends (pp. 13-24). Gadong: Universiti Brunei Darussalam.
2. Ang, L. H., & Shahrill, M. (2014). Identifying students' specific misconceptions in learning probability. International Journal of Probability and Statistics, 3(2), 23-29. http://dx.doi.org/10.5923/j.ijps.20140302.01
3. Ball, A. F. (2002). Three decades of research on classroom life: Illuminating the classroom communicative lives of America's at-risk students. Review of Research in Education, 26, 71-111. http://dx.doi.org/10.3102/0091732X026001071
4. Biggs, J. (1994). What are effective schools? Lessons from East and West. The Australian Educational Researcher, 21(1), 19-39. http://dx.doi.org/10.1007/BF03219558
5. Boaler, J., & Humphreys, C. (2005). Connecting mathematical ideas: Middle school video cases to support teaching and learning. Portsmouth, NH: Heinemann.
6. Chong, J. S. Y., & Shahrill, M. (2014). The refinements needed to improve the teaching of conditional probability. Proceedings of the 2nd International Conference on Social Sciences Research (pp. 389-398). Kota Kinabalu, Sabah, Malaysia: ICSSR 2014, WorldConferences.net.
7. Clarke, D. J. (2003). International comparative research in mathematics education. In A. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & F. Leung (Eds.), Second International Handbook on Mathematics Education (pp. 145-186). Dordrecht, the Netherlands: Kluwer. http://dx.doi.org/10.1007/978-94-010-0273-8_6
8. Clarke, D. J. (2004). Guest editorial. Researching classroom learning and learning classroom research. The Mathematics Educator, 14(2), 2-6.
9. Clarke, D. J. (2006a). The LPS research design. In D. J. Clarke, C. Keitel, & Y. Shimizu (Eds.), Mathematics classrooms in twelve countries: The insider's perspective (pp. 15-36). Rotterdam: Sense Publications.
10. Clarke, D. J. (2006b). Using international research to contest prevalent oppositional dichotomies. Zentralblattfür Didactik der Mathematik, 38(5), 376-387. http://dx.doi.org/10.1007/BF02652799
11. Clarke, D. J. (Ed.). (2001). Perspectives on practice and meaning in mathematics and science classrooms. Dordrecht, Netherlands: Kluwer Academic Press.
12. Clarke, D. J., & Xu, L. H. (2007). Examining Asian mathematics classrooms through the lens of the distribution of responsibility for knowledge generation. Proceedings of EARCOME4 (the 4th East-Asian Research Conference on Mathematics Education, pp. 518-524), June 18-22, 2007. Penang: University of Malaysia.
13. Clarke, D. J., & Xu, L. H. (2008). Distinguishing between mathematics classrooms in Australia, China, Japan, Korea and the USA through the lens of the distribution of responsibility for knowledge generation: Public oral interactivity and mathematical orality. Zentralblattfür Didactik der Mathematik, 40(6), 963-972. http://dx.doi.org/10.1007/s11858-008-0129-5
14. Clarke, D. J., Emanuelsson, J., Jablonka, E., & Mok, I. A. C. (2006). The learner's perspective study and international comparisons of classroom practice. In D. J. Clarke, J. Emanuelsson, E. Jablonka, & I. A. C. Mok (Eds.), Making connections: Comparing mathematics classrooms around the world (pp. 1-22). Rotterdam: Sense Publications.
15. Clarke, D. J., Keitel, C., & Shimizu, Y. (2006). The learner's perspective study. In D. J. Clarke, C. Keitel, & Y. Shimizu (Eds.), Mathematics classrooms in twelve countries: The insider's perspective (pp. 1-14). Rotterdam: Sense Publications.
16. Clarke, D. J., Mesiti, C., Jablonka, E., & Shimizu, Y. (2006). Addressing the challenge of legitimate international comparisons: Lesson structure in the USA, Germany and Japan. In D. J. Clarke, J. Emanuelsson, E. Jablonka, & I. A. C. Mok (Eds.), Making connections: Comparing mathematics classrooms around the world (pp. 23-45). Rotterdam: Sense Publications.
17. Clarke, D. J., Mesiti, C., O'Keefe, C., Xu, L. H., Jablonka, E., Mok, I. A. C., & Shimizu, Y. (2007). Addressing the challenge of legitimate international comparisons of classroom practice. International Journal of Educational Research, 46(5), 280-293. http://dx.doi.org/10.1016/j.ijer.2007.10.009
18. Clarke, D. J., Xu, L., & Wan, M. E. V. (2013a). Choral response as a significant form of verbal response in mathematics classrooms in seven countries. In A. M. Lindmeier, & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 201-208). Kiel, Germany: PME.
19. Clarke, D. J., Xu, L., & Wan, M. E. V. (2013b). Spoken mathematics as an instructional strategy: The public discourse of mathematics classrooms in different countries. In B. Kaur, G. Anthony, M. Ohtani, & D. J. Clarke (Eds.), Student Voice in Mathematics Classrooms around the World (pp. 13-32). Rotterdam: Sense Publishers. http://dx.doi.org/10.1007/978-94-6209-350-8_2s
20. Clarke, D. J., Xu, L., & Wan, M. E. V. (2013c). Students speaking mathematics: Practices and consequences for mathematics classrooms in different countries. In B. Kaur, G. Anthony, M. Ohtani, & D. J. Clarke (Eds.), Student Voice in Mathematics Classrooms around the World (pp. 33-52). Rotterdam: Sense Publishers. http://dx.doi.org/10.1007/978-94-6209-350-8_3
21. DuFon, M. A. (2002). Video recording in ethnographic SLA research: Some issues of validity in data collection. Language, Learning and Technology, 6(1), 40-62.
22. Ellis, K. (1993). Teacher questioning behavior and student learning: What research says to teachers. Paper presented at the Annual Meeting of the Western States Communication Association, Albuquerque, NM.
23. Fitzgerald, A., Hackling, M., & Dawson, V. (2013). Through the viewfinder: Reflecting on the collection and analysis of classroom video data. International Journal of Qualitative Methods, 12, 52-64.
24. Floden, R. E. (2001). Research on effects of teaching: A continuing model for research in teaching. In V. Richardson (Ed.), Handbook of Research on Teaching (4th ed., pp. 3-16). Washington, DC: American Education Research Association.
25. Franke, M. L., Kazemi, E., & Battey, D. (2007). Mathematics teaching and classroom practice. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning: A project of the national council of teachers of mathematics (pp. 225-256). Charlotte, NC: Information Age.
26. Go, B. T., & Shahrill, M. (2014). Investigating students' learning of function notation. Proceedings of the 2nd International Conference on Social Sciences Research (pp. 399-408). Kota Kinabalu, Sabah, Malaysia:ICSSR 2014, WorldConferences.net.
27. Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics: Research and practice for the 21st century. Crows Nest, New South Wales: Allen &Unwin.
28. Haq, F. S., & Mundia, L. (2012). Comparison of Brunei pre-service student teachers' attitudes to inclusive education and specific disabilities: Implications for teacher education. Journal of Educational Research, 105(5), 366-374. http://dx.doi.org/10.1080/00220671.2011.627399
29. Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students' learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning: A project of the national council of teachers of mathematics (pp. 371-404). Charlotte, NC: Information Age.
30. Hiebert, J., Gallimore, R., Garnier, H., Givvin, K. B., Hollingsworth, H., Jacobs, J.,... Stigler, J. (2003). Teaching mathematics in seven countries: Results from the TIMSS 1999 Video Study. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
31. Jaidin, J. H. (2009). Conceptions of learning held by upper primary children in government schools in Brunei Darussalam (Unpublished doctoral dissertation). Queensland University of Technology, Brisbance, Australia.
32. Jawawi, R. (2009). Conceptions of economics pre-services teacher's use of subject knowledge in teaching, economics and commerce at secondary schools in Brunei Darussalam (Unpublished doctoral dissertation). University of London, London, United Kingdom.
33. Jawawi, R. (2010). Reflective practice in teaching economics and commerce: A case study of pre-service teachers in Brunei Darussalam. Saarbrücken, Germany: VDM Verlag Dr. Müller.
34. Kawanaka, T., & Stigler, J. W. (1999). Teachers' use of questions in eighth-grademathematics classrooms in Germany, Japan, and the United States. Mathematical Thinkingand Learning, 1(4), 255-278. http://dx.doi.org/10.1207/s15327833mtl0104_1
35. Khoo, S. C. (2001). The teaching and learning of geometry (Unpublished master dissertation). Universiti Brunei Darussalam, Brunei Darussalam.
36. Koizumi, Y. (2013). Similarities and differences in teachers' questioning in German and Japanese mathematics classrooms. ZDM The International Journal on Mathematics Education, 45, 47-59. http://dx.doi.org/10.1007/s11858-012-0482-2
37. Leung, F. K. S. (1995). The mathematics classroom in Beijing, Hong Kong and London. Educational Studies in Mathematics, 29(4), 297-325. http://dx.doi.org/10.1007/BF01273909
38. Leung, F. K. S. (2001). In search of an East Asian identity in mathematics education. Educational Studies in Mathematics, 47(1), 35-51. http://dx.doi.org/10.1023/A:1017936429620
39. Leung, F. K. S. (2002). Behind the high achievement of East Asian students. Educational Research and Evaluation, 8(1), 87-108. http://dx.doi.org/10.1076/edre.8.1.87.6920
40. Leung, F. K. S. (2005). Some characteristics of East Asian mathematics classrooms based on data from the TIMSS 1999 Video Study. Educational Studies in Mathematics, 60(2), 199-215. http://dx.doi.org/10.1007/s10649-005-3835-8
41. Leung, F. K. S. (2006). Mathematics education in East Asia and the West: Does culture matter? In F. K. S. Leung, K.-D. Graf, & F. J. Lopez-Real (Eds.), Mathematics education in different cultural traditions-A comparative study of East Asia and the West: The 13th ICMI study (pp. 21-46). New York: Springer. http://dx.doi.org/10.1007/0-387-29723-5
42. Leung, F. K. S. (2008a). The significance of IEA studies for education in East Asia and beyond. PowerPoint presentation of a plenary keynote speech at the 3rd IEA International Research Conference (IRC-2008), Taipei, Chinese Taipei, September 18-20, 2008.
43. Leung, F. K. S. (2008b). In the books there are golden houses: Mathematics assessment in East Asia. Zentralblattfür Didactik der Mathematik, 40(6), 983-992. http://dx.doi.org/10.1007/s11858-008-0157-1
44. Lim, C. S. (2007). Characteristics of mathematics teaching in Shanghai, China: Through the lens of a Malaysian. Mathematics Education Research Journal, 19(1), 77-89. http://dx.doi.org/10.1007/BF03217450
45. Lim, T. H. (2000). The teaching and learning of algebraic equations and factorisation in O-level mathematics: A case study (Unpublished master dissertation). Universiti Brunei Darussalam, Brunei Darussalam.
46. Mundia, L. (2007). Early childhood education in Swaziland and Brunei Darussalam: Goals, achievements and challenges. Early Child Development and Care, 177(2), 151-158. http://dx.doi.org/10.1080/03004430500375885
47. Mundia, L. (2009). Implementation of inclusive education in Brunei Darussalam: Review of possible implications on school counsellors. Electronic Journal for Inclusive Education, 2(4). Spring/Summer Issue. Retrieved from http://www.cehs.wright.edu/~prenick/Spring_Summer09_Edition/spr_sum09.html
48. Mundia, L. (2010a). Problems in learning mathematics: Comparison of Brunei junior high school students in classes with and without repeaters. Journal of Mathematics Research, 2(3), 150-160. http://dx.doi.org/10.5539/jmr.v2n3p150
49. Mundia, L. (2010b). Implementation of SPN21 curriculum in Brunei Darussalam: A review of selected implications on school assessment reforms. International Education Studies, 3(2), 119-129. http://dx.doi.org/10.5539/ies.v3n2p119
50. Mundia, L. (2012a). Policy changes in Brunei teacher education: Implications for the selection of trainee teachers. The Education Forum, 76(3), 326-342. http://dx.doi.org/10.1080/00131725.2012.682489
51. Mundia, L. (2012b). The Assessment of Mathematics Learning Difficulties in a Primary Grade 4 Child with High Support Needs: Mixed Methods Approach. International Electronic Journal of Elementary Education, 4(2), 347-366. http://dx.doi.org/10.1080/00131725.2012.682489
52. Niss, M. (2007). Reflections on the state of and trends in research on mathematics teaching and learning: From here to Utopia. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning:A project of the National Council of Teachers of Mathematics (pp. 1293-1312). Charlotte, NC: Information Age.
53. Nor, H. N. H. M., & Shahrill, M. (2014). Incorporating the use of poster and oral presentations as an alternative assessment in the teaching of secondary mathematics. Proceedings of the 2nd International Conference on Social Sciences Research (pp. 369-378). Kota Kinabalu, Sabah, Malaysia: ICSSR 2014, WorldConferences.net.
54. Omar, N. A., Matarsat, S. R., Azmin, N. H., Wei, V. C. A., Nasir, M. M. M., Sahari, U. K. S.,... & Mundia, L. (2014). The Ideal Psychology Teacher: Qualitative Analysis of Views from Brunei GCE A-Level Students and Trainee Psychology Teachers. Asian Social Science, 10(12), 184-194. http://dx.doi.org/10.5539/ass.v10n12p184.
55. Park, K., & Leung, F. K. S. (2006). Mathematics lessons in Korea: Teaching with systematic variation. In D. J. Clarke, C. Keitel, & Y. Shimizu (Eds.), Mathematics classrooms in twelve countries: The insider's perspective (pp. 247-261). Rotterdam: Sense Publications.
56. Philipp, R. A. (2007). Mathematics teachers' beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning: A project of the national council of teachers of mathematics (pp. 257-315). Charlotte, NC: Information Age.
57. Remedios, L., Clarke, D., & Hawthorne, L. (2008). Framing Collaborative Behaviors: Listening and Speaking in Problem-based Learning. The Interdisciplinary Journal of Problem-based Learning, 2(1), 1-20. http://dx.doi.org/10.7771/1541-5015.1050
58. Rose, S., & Litcher, J. (1998). Effective questioning techniques: In theory and practice. In L. P. McCoy (Ed.), Studies in Teaching 1998 Research Digest (Research projects presented at Annual Research Forum (pp. 106-110)). Wake Forest University, Winston- Salem, NC.
59. Salam, N. H. A. (2011). A case study on classroom interaction in three secondary mathematics classrooms (Unpublished master dissertation). Universiti Brunei Darussalam, Brunei Darussalam.
60. Salam, N. H. A., & Shahrill, M. (2014). Examining classroom interactions in secondary mathematics classrooms in Brunei Darussalam. Asian Social Science, 10(11), 92-103. http://dx.doi.org/10.5539/ass.v10n11p92
61. Sarwadi, H. R. H., & Shahrill, M. (In Press). Understanding students' mathematical errors and misconceptions:The case of year 11 repeating students. Mathematics Education Trends and Research.
62. Sfard, A. (2005). What could be more practical than good research? On mutual relations between research and practice on mathematics education. Educational Studies in Mathematics, 58(3), 393-413. http://dx.doi.org/10.1007/s10649-005-4818-5
63. Shahrill, M. (2005). A further investigation of decimal misconceptions held by primary and secondary students (Unpublished master dissertation). University of Melbourne, Melbourne, Australia.
64. Shahrill, M. (2009). From the general to the particular: Connecting international classroom research to four classrooms in Brunei Darussalam (Unpublished doctoral dissertation). University of Melbourne, Melbourne, Australia.
65. Shahrill, M. (2011). Investigating decimals misconceptions: Cross-sectional and longitudinal approaches. Saarbrücken, Germany: VDM Verlag Dr. Müller.
66. Shahrill, M. (2013a). Review of teacher questioning in mathematics classrooms. International Journal of Humanities and Social Science, 3(17), 224-231.
67. Shahrill, M. (2013b). Clustering of decimal misconceptions in primary and secondary classes. International Journal of Humanities and Social Science, 3(11), 58-65.
68. Shahrill, M. (2013c). Comparing teacher questioning in American and Australian mathematics classrooms. Journal of Applied Research in Education, 17, 26-40.
69. Shahrill, M., & Mundia, L. (2014). The use of low-order and higher-order questions in mathematics teaching:Video analyses case study. Journal of Studies in Education, 4(2), 15-34. http://dx.doi.org/10.5296/jse.v4i2.5318
70. Shahrill, M., Mahalle, S., Matzin, R., Hamid, M. H. S., & Mundia, L. (2013). A Comparison of Learning Styles and Study Strategies used by Low and High Math Achieving Brunei Secondary School Students:Implications for Teaching. International Education Studies, 6(10), 39-46. http://dx.doi.org/10.5539/ies.v6n10p39
71. Tait, K., & Mundia, L. (2014). A Comparison of Brunei and Hong Kong-SAR Student Teachers' Self-efficacy in Implementing Inclusive Education Practices: Implications for Teacher Education. Asian Social Science, 10(1), 51-60. http://dx.doi.org/10.5539/ass.v10n1p51
72. Tait, K., & Mundia, L. (2012). Preparing teachers to meet the challenges of inclusive education in Negara Brunei Darussalam. In C. I. Forlin (Ed.), Future directions for inclusive teacher education: An international perspective (pp. 60-69). Hong Kong: Routledge/Francis & Taylor.
73. Xu, L., Wan, M. E. V., & Clarke, D. J. (2013). Discourse patterns employing choral response in mathematics classrooms in seven countries. In A. M. Lindmeier, & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, p. 196). Kiel, Germany:PME.
74. st ICMI East Asia Regional Conference on Mathematics Education, pp. 49-68), August 17-21, 1998. Republic of Korea: Korea National University of Education.