The quality of education depends on the quality of a concrete lesson. Therefore, lesson analysis is the most fundamental part of educational quality analysis. Lesson study and lesson analysis methods are becoming more and more sophisticated. Teacher-student interaction and dialogue are the main elements in the classroom. The quality of the teacher's questions directly guides the student's actions and thinking processes in the lesson. From the results of the previous research, it was seen that the type and level of the teacher's questions in the lesson have an effect on the student's answers. Therefore, within the framework of this research, the question is whether it is possible to make a conclusion about the quality of the lesson by analyzing the number and quality of questions asked by the teacher in the lesson. This article will present the results of analyzing the level and quality of teacher's questions in mathematics lessons in secondary schools. We analyzed 30 mathematics lessons using a transcript based lesson analysis approach. In the research, the questions asked by the teacher were classified according to Bloom's taxonomy and question types, and the method of drawing conclusions based on the answers of the students who answered the questions was used. According to the results of the research, about 50% of the questions asked by the teacher in the lesson have lesson organization and instructions, about 30% recall previous knowledge and factual knowledge, and only about 20% lead the student to think and do creative work.

Authors:
Gereltuya Tsereljav, School of Mathematics and Natural Science, Mongolia
Ganbaatar Tumurbaatar, Mongolian National University of Education, Mongolia
Jadamba Badrakh, Mongolian National University of Education, Mongolia

About the Presenter(s)
Jadamba Badrakh is an academician. His research includes topics in quantium psychology, action research

GANBAATAR Tumurbaatar is a Dean at the School of Mathematics and Natural Sciences, Mongolian National University of Education. His research includes topics in lesson study, mathematics education, teaching and learning methods.
https://www.linkedin.com/in/ganbaatar-t-tumurbaatar-b85067a0/
https://www.researchgate.net/profile/Ganbaatar-Tumurbaatar

Tsereljav Gereltuya is a lecturer at the School of Mathematics and Natural Sciences, Mongolian National University of Education. Her research includes topics in information and communication technology in education and lesson study.
https://www.linkedin.com/in/gereltuya-tsereljav-8b0078260/

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