2012 ©
             Publication
Journal Publication
Research Title The Role of Teacher’s Questioning in Mathematical Problem Solving Classroom 
Date of Distribution 19 June 2015 
Conference
     Title of the Conference 59th International Council of Education for Teaching World Assembly (ICET 2015) 
     Organiser International Council of Education for Teaching (ICET) 
     Conference Place Naruto University of Education, Naruto, Tokushima, Japan 
     Province/State Naruto, Tokushima, Japan 
     Conference Date 19 June 2015 
     To 22 June 2015 
Proceeding Paper
     Volume
     Issue
     Page 384-391 
     Editors/edition/publisher Yumiko Ono 
     Abstract The improvement of teaching is a critical issue in current educational reforms within Thailand. Thailand has adopted Japanese Lesson Study and Open Approach into Thai mathematics classroom as a teacher professional development system since 2002 (Inprasitha, 2011). Questioning is a powerful instructional strategy and open-ended questions help students construct their own meaning for the mathematics they are studying (Literacy and Numeracy Secretariat, 2011). The aim of this research is to examine the role of teacher’s questioning into mathematical problem solving classroom. Thus, it is suitable for using Open Approach as a teaching method. The results revealed that the role of teacher’s questioning into mathematical problem solving classroom were as following in four steps of the Open Approach. 
Author
565050266-8 Miss KWANMUANG CHATCHUMNI [Main Author]
Education Master's Degree

Peer Review Status มีผู้ประเมินอิสระ 
Level of Conference นานาชาติ 
Type of Proceeding Full paper 
Type of Presentation Oral 
Part of thesis true 
Presentation awarding false 
Attach file
Citation 0