Students are able to construct and communicate their knowledge during mathematics lessons. But, these are usually prompted by the teacher’s questions (Moyer & Milewicz, 2002). Moyer & Milewicz (2002) state that teachers are best able to discern the depth of students’ thinking. They could effectively question students at various levels within the cognitive domain such as knowledge, comprehension, application, analysis, synthesis, and evaluation (Moyer & Milewicz, 2002; Bloom, 1956). The use of a good approach to questioning by the teacher may mean the difference between constraining a child’s ability to think and develop new ideas and recalling trivial facts, and constructing real knowledge.
Research findings indicate that teachers’ verbal behaviour is a strong indicator of his or her total teaching behaviour (Moyer & Milewicz, 2002; Adams, 1994). Carpenter, et al. (2000) support the idea that the teacher’s questions are essential to instructional process, for questioning is indispensable in all instructions. It has been observed that a greater understanding of student thinking can be gained from using questioning as an assessment tool (Moyer & Milewicz, 2002; Baroody & Ginsburg, 1990). Thus, developing appropriate questioning techniques is obviously a very crucial part of teaching and assessing mathematics lessons. However, few research studies document ways to support the development of questioning skills for both pre-service and in-service teachers (Moyer & Milewicz, 2002; Ralph, 1999).
Aims and Scope:
Teacher uses questioning strategies to gather information about the subject matter to inform teaching. On the other hand the teacher uses questioning strategies to determine the students’ status with respect to the subject matter. Thus, this special issue will be a reasonable resource that involves student-teacher interaction in the classroom to improve learning.
- Probing and Follow-up
- Leading Questions
- Questioning Strategies
- Questioning Clutches