An Analysis of Primary School Teacher’s Questioning in Mathematics: A Focus on Fractions

Figen Bozkuş; Zeynep Arslan

doi:10.18009/jcer.1567459

EN TR

An Analysis of Primary School Teacher’s Questioning in Mathematics: A Focus on Fractions

Abstract

Examining teachers’ questioning approaches in the classroom is critically important for effectively developing students’ mathematical thinking. In this context, the purpose of this study was to analyze the types of questions used by a fourth-grade teacher at a public middle school, focusing on the concept of fractions in mathematics instruction. To this end, ten lesson videos capturing the teacher’s instruction on fractions were analyzed according to a predetermined questioning framework. The findings indicate that the teacher predominantly used checklists and guiding questions during the lessons, while questions aimed at deepening student thinking, such as those for probing and extending thinking questions, were used less frequently. Additionally, it was found that the teacher mainly focused on procedural questions, using questions that encourage higher-order thinking in a limited manner. It was observed that the types of questions and the approach to questioning varied depending on the content of the lessons.

Keywords

Mathematics instruction, fractions, lesson analysis, primary school teacher, teacher question

Ethical Statement

Ethical Committee Permission Information Name of the board that carries out ethical assessment: İstanbul Medipol University Social and Humanities Scientific Research and Publication Ethics Board The date and number of the ethical assessment decision: 01.10.2024 -79171

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Details

Primary Language

English

Subjects

Mathematics Education

Journal Section

Research Article

Authors

Figen Bozkuş ^*
0000-0002-0413-9232
Türkiye

Zeynep Arslan
0000-0001-5135-8246
Türkiye

Early Pub Date

February 26, 2025

Publication Date

March 21, 2025

Submission Date

October 15, 2024

Acceptance Date

February 18, 2025

Published in Issue

Year 2025 Volume: 13 Number: 25

DOI

https://doi.org/10.18009/jcer.1567459

IZ

https://izlik.org/JA58MM84YF

APA

Bozkuş, F., & Arslan, Z. (2025). An Analysis of Primary School Teacher’s Questioning in Mathematics: A Focus on Fractions. Journal of Computer and Education Research, 13(25), 133-155. https://doi.org/10.18009/jcer.1567459

AMA

1.Bozkuş F, Arslan Z. An Analysis of Primary School Teacher’s Questioning in Mathematics: A Focus on Fractions. JCER. 2025;13(25):133-155. doi:10.18009/jcer.1567459

Chicago

Bozkuş, Figen, and Zeynep Arslan. 2025. “An Analysis of Primary School Teacher’s Questioning in Mathematics: A Focus on Fractions”. Journal of Computer and Education Research 13 (25): 133-55. https://doi.org/10.18009/jcer.1567459.

EndNote

Bozkuş F, Arslan Z (March 1, 2025) An Analysis of Primary School Teacher’s Questioning in Mathematics: A Focus on Fractions. Journal of Computer and Education Research 13 25 133–155.

IEEE

[1]F. Bozkuş and Z. Arslan, “An Analysis of Primary School Teacher’s Questioning in Mathematics: A Focus on Fractions”, JCER, vol. 13, no. 25, pp. 133–155, Mar. 2025, doi: 10.18009/jcer.1567459.

ISNAD

Bozkuş, Figen - Arslan, Zeynep. “An Analysis of Primary School Teacher’s Questioning in Mathematics: A Focus on Fractions”. Journal of Computer and Education Research 13/25 (March 1, 2025): 133-155. https://doi.org/10.18009/jcer.1567459.

JAMA

1.Bozkuş F, Arslan Z. An Analysis of Primary School Teacher’s Questioning in Mathematics: A Focus on Fractions. JCER. 2025;13:133–155.

MLA

Bozkuş, Figen, and Zeynep Arslan. “An Analysis of Primary School Teacher’s Questioning in Mathematics: A Focus on Fractions”. Journal of Computer and Education Research, vol. 13, no. 25, Mar. 2025, pp. 133-55, doi:10.18009/jcer.1567459.

Vancouver

1.Figen Bozkuş, Zeynep Arslan. An Analysis of Primary School Teacher’s Questioning in Mathematics: A Focus on Fractions. JCER. 2025 Mar. 1;13(25):133-55. doi:10.18009/jcer.1567459