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Teacher Questioning Practices over a Sequence of Consecutive Lessons: A Case Study of Two Mathematics Teachers

Author

Listed:
  • Lianchun Dong

    (College of Science, Minzu University of China, No. 27 Zhongguancun South Avenue, Haidian District, Beijing 100081, China)

  • David Clarke

    (Melbourne Graduate School of Education, University of Melbourne, 234 Queensberry Street, Carlton 3053, Australia)

  • Yiming Cao

    (School of Mathematical Sciences, Beijing Normal University, No. 19 XinJieKouWai Street, HaiDian District, Beijing 100875, China
    International Center for Research in Mathematics Education, Beijing Normal University, No. 19 XinJieKouWai Street, HaiDian District, Beijing 100875, China)

  • Lidong Wang

    (Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, No. 19 XinJieKouWai Street, HaiDian District, Beijing 100875, China)

  • Wee Tiong Seah

    (Melbourne Graduate School of Education, University of Melbourne, 234 Queensberry Street, Carlton 3053, Australia)

Abstract

This study examined teacher questioning practices over a sequence of consecutive lessons in China. Based on the IRF (initiation–response–follow-up) framework, a comprehensive coding system was developed to analyze what kinds of verbal questions were initiated by the teachers to elicit mathematical information and in what ways the teachers made use of students’ verbal contributions. This study finds that all participating teachers’ questioning practices showed both variations and consistencies over the lesson sequence. It is argued that the act of asking questions in classroom interaction not only includes the teachers’ conscious planning so as to accomplish pedagogical goals, but also involves the teachers’ unconscious routine in how to build up on students’ thinking.

Suggested Citation

  • Lianchun Dong & David Clarke & Yiming Cao & Lidong Wang & Wee Tiong Seah, 2018. "Teacher Questioning Practices over a Sequence of Consecutive Lessons: A Case Study of Two Mathematics Teachers," Sustainability, MDPI, vol. 11(1), pages 1-18, December.
    • Handle: RePEc:gam:jsusta:v:11:y:2018:i:1:p:139-:d:193573
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    References listed on IDEAS

    as
    1. He-Hai Liu & Yu-Sheng Su, 2018. "Effects of Using Task-Driven Classroom Teaching on Students’ Learning Attitudes and Learning Effectiveness in an Information Technology Course," Sustainability, MDPI, vol. 10(11), pages 1-14, October.
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