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

Dong, Lianchun; Clarke, David; Cao, Yiming; Wang, Lidong; Seah, Wee Tiong

doi:10.3390/su11010139

Open AccessArticle

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

by

Lianchun Dong

¹

,

David Clarke

²,

Yiming Cao

^3,4,*,

Lidong Wang

^5,* and

Wee Tiong Seah

²

¹

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

²

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

³

School of Mathematical Sciences, Beijing Normal University, No. 19 XinJieKouWai Street, HaiDian District, Beijing 100875, China

⁴

International Center for Research in Mathematics Education, Beijing Normal University, No. 19 XinJieKouWai Street, HaiDian District, Beijing 100875, China

⁵

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

^*

Authors to whom correspondence should be addressed.

Sustainability 2019, 11(1), 139; https://doi.org/10.3390/su11010139

Submission received: 15 October 2018 / Revised: 17 December 2018 / Accepted: 20 December 2018 / Published: 28 December 2018

(This article belongs to the Section Sustainable Education and Approaches)

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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.

Keywords: teacher questioning; consecutive lessons; mathematics; China

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MDPI and ACS Style

Dong, L.; Clarke, D.; Cao, Y.; Wang, L.; Seah, W.T. Teacher Questioning Practices over a Sequence of Consecutive Lessons: A Case Study of Two Mathematics Teachers. Sustainability 2019, 11, 139. https://doi.org/10.3390/su11010139

AMA Style

Dong L, Clarke D, Cao Y, Wang L, Seah WT. Teacher Questioning Practices over a Sequence of Consecutive Lessons: A Case Study of Two Mathematics Teachers. Sustainability. 2019; 11(1):139. https://doi.org/10.3390/su11010139

Chicago/Turabian Style

Dong, Lianchun, David Clarke, Yiming Cao, Lidong Wang, and Wee Tiong Seah. 2019. "Teacher Questioning Practices over a Sequence of Consecutive Lessons: A Case Study of Two Mathematics Teachers" Sustainability 11, no. 1: 139. https://doi.org/10.3390/su11010139

APA Style

Dong, L., Clarke, D., Cao, Y., Wang, L., & Seah, W. T. (2019). Teacher Questioning Practices over a Sequence of Consecutive Lessons: A Case Study of Two Mathematics Teachers. Sustainability, 11(1), 139. https://doi.org/10.3390/su11010139

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

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

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