Effects of Polya Questioning Instruction for Geometry Reasoning in Junior High School

Autor/inn/en	Lee, Chun-Yi; Chen, Ming-Jang
Titel	Effects of Polya Questioning Instruction for Geometry Reasoning in Junior High School
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 11 (2015) 6, S.1547-1561 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2015.1419a
Schlagwörter	Mathematics Instruction; Geometry; Junior High School Students; Grade 7; Secondary School Mathematics; Geometric Concepts; Questioning Techniques; Prompting; Problem Solving; Teaching Methods; Concept Formation; Pretests Posttests; Quasiexperimental Design; Multimedia Instruction; Control Groups; Experimental Groups; Comparative Analysis; Foreign Countries; Technology Uses in Education; Computer Software; Mathematical Logic; Questionnaires; Mathematics Tests; Mathematics Achievement; Instructional Effectiveness; Taiwan + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Geometrie; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Elementare Geometrie; Befragungstechnik; Fragetechnik; Benutzerführung; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Multimediales Lernen; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematical logics; Mathematische Logik; Fragebogen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg
Abstract	In teaching geometry, most instructors opt for direct demonstration with detailed explanations; however, under this kind of instruction students face considerable difficulties in the development of the reasoning skills required to deal with problems of a geometric nature. This study adopted a nonequivalent pretest-postest quasi-experimental design employing Polya's approach of four-stage problem solving using question prompts in conjunction with multimedia demonstration. Two classes of grade 7 students were randomly selected as the experimental group receiving instruction based on Polya questioning and two others were selected as the control group receiving instruction based on direct presentation. Our results revealed that the posttest performance in geometry reasoning of students receiving instruction based on Polya questioning was superior to that of students receiving direct presentation. In addition, students receiving instruction based on Polya questioning expressed a stronger sense of participation in the course than did students receiving direct presentation. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01