Anticipated and implemented questioning in mathematical discussions by prospective teachers

JeongWon Kim

doi:10.29333/ejmste/16219

Full Text (PDF)

JeongWon Kim ¹ ^*

More Detail

¹ Bongmyeong Elementary School, Daejeon, SOUTH KOREA^* Corresponding Author

Abstract

Teacher questioning is essential in facilitating high-quality mathematics discussions. This study investigated teacher questioning practices anticipated and implemented by three prospective teachers during a field-based elementary school experience. To orchestrate effective discussions, the prospective teachers anticipated questions aligned with student strategies before lessons and implemented various questioning practices during lessons. A case study examined prospective teachers’ questioning patterns using an analytic framework to classify and analyze question types and distributions. The results revealed that the prospective teachers prepared diverse types of questions, some of which were effectively used in the classroom. However, there were some instances where anticipated questions were not used, and unexpected questions were posed spontaneously during lessons. By scrutinizing the anticipation and implementation of teacher questioning, this study offers insights and recommendations for developing questioning skills of prospective teachers.

Keywords

teacher questioning
anticipated questions
implemented questions
prospective teacher education

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 4, April 2025, Article No: em2620

https://doi.org/10.29333/ejmste/16219

Publication date: 01 Apr 2025

Online publication date: 31 Mar 2025

Article Views: 208

Article Downloads: 105

Open Access References How to cite this article

References

Baxter, J. A., & Williams, S. (2010). Social and analytic scaffolding in middle school mathematics: Managing the dilemma of telling. Journal of Mathematics Teacher Education, 13(1), 7-26. https://doi.org/10.1007/s10857-009-9121-4
Bennett, S. V. (2013). Effective facets of a field experience that contributed to eight preservice teachers’ developing understandings about culturally responsive teaching. Urban Education, 48(3), 380-419. https://doi.org/10.1177/0042085912452155
Blanton, M. L., Berenson, S. B., & Norwood, K. S. (2001). Using classroom discourse to understand a prospective mathematics teacher’s developing practice. Teaching and Teacher Education, 17(2), 227-242. https://doi.org/10.1016/s0742-051x(00)00053-6
Boaler, J., & Brodie, K. (2004). The importance, nature, and impact of teacher questions. In D. E. McDougall, & J. A. Ross (Eds.), Proceedings of the 26^th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (vol. 1, pp. 774-782). Ontario Institute of Studies in Education/University of Toronto.
Ciccolini, G., & Stylianides, G. J. (2020). Teaching to listen, question, and ponder: An investigation into promoting an enquiring atmosphere in a mathematics classroom. Journal of Educational Research in Mathematics, 30(SP1), 29-68. https://doi.org/10.29275/jerm.2020.08.sp.1.29
Cousin, G. (2005). Case study research. Journal of Geography in Higher Education, 29(3), 421-427. https://doi.org/10.1080/03098260500290967
Dahal, N., Luitel, B. C., & Pant, B. P. (2019). Understanding the use of questioning by mathematics teachers: A revelation. International Journal of Innovation, Creativity and Change, 5(1), 118-146.
Dong, L., Seah, W. T., & Clarke, D. (2017). Pedagogical tensions in teacher’s questioning practices in the mathematics classroom: A case in mainland China. EurasiaA Journal of Mathematics, Science and Technology Education, 14(1), 167-181. https://doi.org/10.12973/ejmste/79630
Franke, M. L., Webb, N. M., Chan, A. G., Ing, M., Freund, D., & Battey, D. (2009). Teacher questioning to elicit students’ mathematical thinking in elementary school classrooms. Journal of Teacher Education, 60(4), 380-392. https://doi.org/10.1177/0022487109339906
Gaspard, C., & Gainsburg, J. (2020). Abandoning questions with unpredictable answers. Journal of Mathematics Teacher Education, 23(6), 555-577. https://doi.org/10.1007/s10857-019-09440-5
Graesser, A. C., & Person, M. K. (1994). Question asking during tutoring. American Educational Research Journal, 31, 104-137. https://doi.org/10.1037/e665402011-530
Henning, J. E., & Lockhart, A. (2003). Acquiring the art of classroom discourse: A comparison of teacher and prospective teacher talk in a fifth grade classroom. Research for Educational Reform, 8(3), 46-57.
Herbel-Eisenmann, B. A., & Breyfogle, M. L. (2005). Questioning our patterns of questioning. Mathematics Teaching in the Middle School, 10(9), 484-489. https://doi.org/10.5951/mtms.10.9.0484
Heyd-Metzuyanim, E., Smith, M., Bill, V., & Resnick, L. B. (2019). From ritual to explorative participation in discourse-rich instructional practices: A case study of teacher learning through professional development. Educational Studies in Mathematics, 101, 273-289. https://doi.org/10.1007/s10649-018-9849-9
Hiebert, J., & Wearne, D. (1993). Instructional tasks, classroom discourse, and students’ learning in second-grade arithmetic. American Educational Research Journal, 30(2), 393-425. https://doi.org/10.3102/00028312030002393
Hsu, H.-Y., Yao, C.-Y., & Lu, B. (2023). Examination of Taiwanese mathematics teacher questioning. International Journal of Science and Mathematics Education, 21(5), 1473-1493. https://doi.org/10.1007/s10763-022-10313-2
Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81-116. https://doi.org/10.2307/30034933
Ju, M. K. (2008). An analysis of a preservice teacher’s questioning: The effect of practicum program based on collaborative inquiry community. Journal of Korea Society of Education Studies in Mathematics, 10(4), 515-535.
Kabar, M. G. D., & Taşdan, B. T. (2020). Examining the change of pre-service middle school mathematics teachers’ questioning approaches through clinical Interviews. Mathematics Teacher Education and Development, 22(1), 115-138.
Kamii, C., & Warrington, M. A. (1999). Teaching fractions: Fostering children’s own reasoning. In L. V. Stiff, & F. R. Curcio (Eds.), Developing mathematical reasoning grades K-12: 1999 yearbook (pp. 82-92). National Council of Teachers of Mathematics.
Lim, W., Lee, J. E., Tyson, K., Kim, H. J., & Kim, J. (2020). An integral part of facilitating mathematical discussions: Follow-up questioning. International Journal of Science and Mathematics Education, 18(2), 377-398. https://doi.org/10.1007/s10763-019-09966-3
Lobato, J., Clarke, D., & Ellis, A. B. (2005). Initiating and eliciting in teaching: A reformulation of telling. Journal for Research in Mathematics Education, 36(2), 101-136.
Manouchehri, A., & Lapp, D. A. (2003). Unveiling student understanding: The role of questioning in instruction. Mathematics Teacher, 96(8), 562-566. https://doi.org/10.5951/MT.96.8.0562
Martino, A. M., & Maher, C. A. (1999). Teacher questioning to promote justification and generalization in mathematics: What research practice has taught us. The Journal of Mathematical Behavior, 18(1), 53-78. https://doi.org/10.1016/s0732-3123(99)00017-6
Mason, J. (2002). Minding your Qs and Rs: Effective questioning and responding in the mathematics classroom. In L. Haggerty (Ed.), Aspects of teaching secondary mathematics: Perspectives on practice (pp. 248-258). Routledge.
Mason, J. (2020). Questioning in mathematics education. In L. Stephen (Ed.), Encyclopedia of mathematics education (pp. 705-711). Springer. https://doi.org/10.1007/978-3-030-15789-0_132
Morales-López, Y., Páez, A. B., Vega, D. A., & Breda, A. (2023). Identification of characteristics of didactic and meta-didactic mathematical knowledge of novice and expert teachers when reflecting on class episodes. Journal on Mathematics Education, 14(1), 149-168. https://doi.org/10.22342/jme.v14i1.pp149-168
Moyer, P. S., & Milewicz, E. (2002). Learning to question: Categories of questioning used by preservice teachers during diagnostic mathematics interviews. Journal of Mathematics Teacher Education, 5(4), 293-315. https://doi.org/10.1023/A:1021251912775
NCTM. (2014). Principles to actions: Ensuring mathematical success for all. National Council of Teachers of Mathematics.
Nilssen, V., Gudmundsdottir, S., & Wangsmo-Cappelen, V. (1995). Unexpected answers: Case study of a student teacher derailing in a math lesson [Paper presentation]. The Annual Meeting of the American Educational Research Association.
O’Connor, C., & Michaels, S. (2019). Supporting teachers in taking up productive talk moves: The long road to professional learning at scale. International Journal of Educational Research, 97, 166-175. https://doi.org/10.1016/j.ijer.2017.11.003
Ong, E. G., Lim, C. S., & Ghazali, M. (2010). Examining the changes in novice and experienced mathematics teachers’ questioning techniques through the lesson study process. Journal of Science and Mathematics Education in Southeast Asia, 33(1), 86-109.
Purdum-Cassidy, B., Nesmith, S., Meyer, R. D., & Cooper, S. (2015). What are they asking? An analysis of the questions planned by prospective teachers when integrating literature in mathematics. Journal of Mathematics Teacher Education, 18(1), 79-99. https://doi.org/10.1007/s10857-014-9274-7
Recai, A., & Brian, H. (2010). Examining teachers’ struggles as they attempt to implement dialogical interaction as part of promoting mathematical reasoning within their classrooms. International Journal of Science and Mathematics Education, 9, 975-998. https://doi.org/10.1007/s10763-010-9266-8
Sahin, A., & Kulm, G. (2008). Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions. Journal of Mathematics Teacher Education, 11(3), 221-241. https://doi.org/10.1007/s10857-008-9071-2
Sfard, A., & Kieran, C. (2001). Cognition as communication: Rethinking learning-by-talking through multi-faceted analysis of students’ mathematical interactions. Mind, Culture, and Activity, 8(1), 42-76. https://doi.org/10.1207/s15327884mca0801_04
Smith, M. S., & Stein, M. K. (2018). 5 practices for orchestrating productive mathematics discussions (2nd ed.). National Council of Teachers of Mathematics.
Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10(4), 313-340. https://doi.org/10.1080/10986060802229675
Walsh, J. A., & Sattes, B. D. (2011). Thinking through quality questioning: Deepening student engagement. Corwin Press.
Wang, J., Wang, Y., Moore, Y., Sneed, S., Thacker, B., & Hart, S. (2023). Analyzing the patterns of questioning chains and their intervention on student learning in science teacher preparation. International Journal of Science and Mathematics Education, 22, 809-836. https://doi.org/10.1007/s10763-023-10408-4
Weiland, I., Hudson, R., & Amador, J. (2014). Preservice formative assessment interviews: The development of competent questioning. International Journal of Science and Mathematics Education, 12, 329-352. https://doi.org/10.1007/s10763-013-9402-3
Wilen, W. W. (2001). Exploring myths about teacher questioning in the social studies classroom. The Social Studies, 92(1), 26-32. https://doi.org/10.1080/00377990109603972
Wilen, W. W., & Clegg, A. A. (1986). Effective questions and questioning: A research review. Theory and Research in Social Education, 14(2), 153-161. https://doi.org/10.1080/00933104.1986.10505518

How to cite this article

APA

Kim, J. (2025). Anticipated and implemented questioning in mathematical discussions by prospective teachers. Eurasia Journal of Mathematics, Science and Technology Education, 21(4), em2620. https://doi.org/10.29333/ejmste/16219

Vancouver

Kim J. Anticipated and implemented questioning in mathematical discussions by prospective teachers. EURASIA J Math Sci Tech Ed. 2025;21(4):em2620. https://doi.org/10.29333/ejmste/16219

AMA

Kim J. Anticipated and implemented questioning in mathematical discussions by prospective teachers. EURASIA J Math Sci Tech Ed. 2025;21(4), em2620. https://doi.org/10.29333/ejmste/16219

Chicago

Kim, JeongWon. "Anticipated and implemented questioning in mathematical discussions by prospective teachers". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 4 (2025): em2620. https://doi.org/10.29333/ejmste/16219

Harvard

Kim, J. (2025). Anticipated and implemented questioning in mathematical discussions by prospective teachers. Eurasia Journal of Mathematics, Science and Technology Education, 21(4), em2620. https://doi.org/10.29333/ejmste/16219

MLA

Kim, JeongWon "Anticipated and implemented questioning in mathematical discussions by prospective teachers". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 4, 2025, em2620. https://doi.org/10.29333/ejmste/16219