Anticipated and implemented questioning in mathematical discussions by prospective teachers

JeongWon Kim

doi:10.29333/ejmste/16219

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JeongWon Kim ¹ ^*

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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

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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: 70

Article Downloads: 27

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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