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

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

Sustainability, 2018, vol. 11, issue 1, 1-18

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 (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2018
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