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Question-asking is a crucial learning and teaching approach. It reveals different levels of students' understanding, application, and potential misconceptions. Previous studies have categorized question types into higher and lower orders, finding positive and significant associations between higher-order questions and students' critical thinking ability and their learning outcomes in different learning contexts. However, the diversity of higher-order questions, especially in collaborative learning environments. has left open the question of how they may be different from other types of dialogue that emerge from students' conversations, To address these questions, our study utilized natural language processing techniques to build a model and investigate the characteristics of students' higher-order questions. We interpreted these questions using Bloom's taxonomy, and our results reveal three types of higher-order questions during collaborative problem-solving. Students often use Why, How and What If' questions to I) understand the reason and thought process behind their partners' actions: 2) explore and analyze the project by pinpointing the problem: and 3) propose and evaluate ideas or alternative solutions. In addition. we found dialogue labeled 'Social'. 'Question - other', 'Directed at Agent', and 'Confusion/Help Seeking' shows similar underlying patterns to higher-order questions, Our findings provide insight into the different scenarios driving students' higher-order questions and inform the design of adaptive systems to deliver personalized feedback based on students' questions.
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Using textbook word problems to enhance mathematical reasoning and problem solving
In this article the authors describe how standard textbook questions can be turned into open questions to promote problem solving and reasoning. Six example solutions are given to one problem showing how an open problem can cater to the diversity of students in your class.
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- Award ID(s):
- 1758335
- PAR ID:
- 10410053
- Date Published:
- Journal Name:
- Australian mathematics education journal
- Volume:
- 4
- Issue:
- 2
- ISSN:
- 2652-0176
- Page Range / eLocation ID:
- 39-46
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript1.0
- Journal Article:
- The DOI is not currently available.
