Learning to Question: Categories of Questioning Used by Preservice Teachers During Diagnostic Mathematics Interviews

Document Type

Article

Journal/Book Title/Conference

Journal of Mathematics Teacher Education

Volume

5

Issue

4

Publisher

Springer Verlag

Publication Date

2002

First Page

293

Last Page

315

Abstract

Developing appropriate questioning techniques is an important part of mathematics teaching and assessment. This study examined the questioning strategies used by 48 preservice teachers during one-on-one diagnostic mathematics interviews with children. Each participant conducted an audiotaped interview with one child, followed by an analysis and reflection of the interview. Data we reanalyzed to develop general categories of questions used by the preservice teachers. These categories included: 1) check listing, 2) instructing rather than assessing, and 3) probing and follow-up questions. The analyses and reflections completed by preservice teachers indicated that using the diagnostic interview format allowed them to recognize and reflect on effective questioning techniques. Through an examination of these categories of questions, we offer suggestions for teaching the skill of mathematics questioning in preservice teacher education courses.

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