Open AccessTeacher’s questions on mathematics learning based on ELPSA framework
Author(s) -
Rozalia,
Rahmah Johar,
M. Duskri,
Cut Khairunnisak,
Tuti Zubaidah
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1470/1/012091
Subject(s) - construct (python library) , mathematics education , quality (philosophy) , symbol (formal) , component (thermodynamics) , pedagogy , psychology , computer science , epistemology , philosophy , physics , thermodynamics , programming language
Teacher’s question to encourage students to build their understanding is an essential aspect of mathematics learning. However, teachers show little concern about the quality of questions posed to students. Teachers can implement various strategies in conducting their roles as facilitators in developing students’ understanding. One of which is through questions. ELPSA framework requires teachers to ask questions to help students construct their knowledge. This framework consists of five components: Experience, Language, Pictorial, Symbol, and Application. This study discussed the profile of teacher’ questions based on ELPSA framework. The questions were classified into the types of questions, namely: factual, convergent, divergent, and evaluative questions. This study employed a qualitative research design using an observation sheet as the instrument. The participant of the study was a mathematics teacher from one of the junior high schools in Banda Aceh. The results concluded that the profile of teacher’s questions in Year 8 of one of the junior high schools in Banda Aceh developed for each component of ELPSA framework. These developments were indicated by the suitability of the types of teacher’s questions and the types of questions expected in the components of ELPSA framework.