TYPES OF QUESTIONS THAT COMPRISE A TEACHER’S QUESTIONING DISCOURSE IN A CONCEPTUALLY-ORIENTED CLASSROOM

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TYPES OF QUESTIONS THAT COMPRISE A TEACHER’S QUESTIONING DISCOURSE IN A CONCEPTUALLY-ORIENTED CLASSROOM

Abstract

This study examines teacher questioning with the purpose of identifying what types of mathematical questions are being modeled by the teacher. Teacher questioning is important because it is the major source of mathematical questioning discourse from which students can learn and copy. Teacher mathematical questioning discourse in a conceptually-oriented classroom is important to study because it is helpful to promote student understanding and may be useful for students to adopt in their own mathematical questioning discourse. This study focuses on the types of questions that comprise the mathematical questioning discourse of a university teacher in a conceptually-oriented mathematics classroom for preservice elementary teachers. I present a categorization of the types of questions, an explanation of the different categories and subcategories of questions, and an analysis and count of the teacher’s use of the questions. This list of question types can be used (1) by conceptually-oriented teachers to explicitly teach the important mathematical questions students should be asking during mathematical activity, (2) by teachers who wish to change their instruction to be more conceptually-oriented, and (3) by researchers to understand and improve teachers’ and students’ mathematical questioning.

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