Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions

Student teachers’ types of probing questions in inquiry-based mathematics teaching with and without GeoGebra

“…By creating a classification of different kinds of probing questions, this study extends previous studies on probing questions (e.g. [3][4][5]). …”

“…All the teachers' subject-related questions were coded as probing, guiding, or factual questions. The definitions for these codes were constructed on the basis of Sahin and Kulm's [5] definitions. In particular, all teacher utterances that asked students to explain or examine their thinking, solution method, or a mathematical idea were coded as probing questions.…”

“…[2] Traditionally, mathematics teachers ask a lot of questions for which there is one correct answer that they already know whereas the proportion of questions that ask for explanation is relatively small (e.g. [3][4][5][6]). For example, Kawanaka and Stigler found that only 9.6% of German, 22% of Japanese, and 1% of U.S. eighth-grade teachers' questions requested an explanation or description instead of a yes/no answer or stating a fact.…”

“…7] Teacher questioning in mathematics has been studied intensively and several classifications of questions have been developed (e.g. [3][4][5][10][11]). However, only rare studies have developed more detailed classifications of probing questions.…”

“…[3][4][5] Thus, it seems that student teachers are prepared to ask probing questions. Furthermore, the student teachers asked varied kinds of probing questions focusing on procedural and conceptual issues.…”