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

Öz

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.

Anahtar Kelimeler

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

Etik Beyan

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

Kaynakça

Baysen, E. (2006). The levels of teacher questions and student answers. Kastamonu Education Journal, 14(1), 21-28.
Behr, M. J., Lesh, R., Post, T., & Silver, E. A. (1983). Rational number concepts. Acquisition of mathematics concepts and processes, 91, 126
Biber, A., Tuna, A. & Aktaş, O. (2013). Students’ misconceptions of fractions and its effect on solving fractions problems. Trakya University Journal of Education 3(2), 152-162. https://dergipark.org.tr/tr/pub/trkefd/issue/21474/230175
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. 02 http://dx.doi.org/10.1080/0969595980050102
Bray, W. S. (2011). A collective case study of the influence of teachers’ beliefs and knowledge on error-handling practices during class discussion of mathematics. Journal for Research in Mathematics Education, 42(1), 2–38.
Boaler, J., & Brodie, K. (2004). The importance, nature and impact of teacher questions. In D. E. McDougall, & J. A. Ross (Eds.), Proceedings of the 26th Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 774–782).
Boerst, T., Sleep, L., Ball, D., & Bass, H. (2011). Preparing teachers to lead mathematics discussions. Teachers College Record, 113(12), 2844-2877.
Bozkurt, A., & Polat, S. (2018). An examination of teacher’s questions for revealing students’ mathematical thinking. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 9(1), 72-96.
Caram, C.A. & Davis, P.B. (2005). Inviting student engagement with questioning. Kappa Delta Pi Record, 42 (1), 19-23. https://doi.org/10.1080/00228958.2005.10532080
Cayton, C., Hollebrands, K., Okumus, S., & Boehm, E. (2017). Pivotal teaching moments in technology-intensive secondary geometry classrooms. Journal of Mathematics Teacher Education, 20(1), 75–100. https://doi.org/10.1007/s10857-015-9314-y

Cengiz, N., Kline, K., & Grant, T. J. (2011). Extending students’ mathematical thinking during whole-group discussions. Journal of Mathematics Teacher Education, 14, 355–374. https://doi.org/10.1007/s10857-011-9179-7
Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815-843. https://doi.org/10.1002/tea.20171
Cumhur, F. & Güven, B. (2018). Investigating of pre-service mathematics teachers’ questioning: The reflections from teaching practice course. Journal of Computer and Education Research, 6 (12), 195-221. https://doi.org/10.18009/jcer.432559
Cumhur, F., Şahin, A., & Matteson, S. S. (2015). Questioning skills of mathematics and science teacher candidates and the ways acquiring these skills. Proceedings of the III. International Symposium on Instructional Technology and Teacher Education, 98-107.
Çakmak Gürel, Z., Okur, M. (2016). 6th and 7th grade secondary school students’ misconceptions about fractions. Erzincan University Journal of Education Faculty 18(2), 922-952. https://doi.org/10.17556/jef.30116
Dong, L., Clarke, D., Cao, Y., Wang, L., & Seah, W. T. (2018). 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
Dong, L., Seah, W. T., & Clarke, D. (2015). A case study of the pedagogical tensions in teacher's questioning practices when implementing reform-based mathematics curriculum in China. Mathematics Education Research Group of Australasia.
Dunphy, E. (2010). Exploring young children’s (mathematical) thinking: Preservice teachers reflect on the use of the one-to-one interview. International Journal of Early Years Education, 18(4), 331-347. https://doi.org/10.1080/09669760.2010.528830
Ellis, K. (1993). Teacher questioning behavior and student learning: What research says to teachers. Retrieved from ERIC database. (ED 359572).
Franke, M. L., Webb, N. M., Chan, A. G., Ing, M., Freund, D., & Battey, D. (2009). Teacher questioning to elicit students’ mathematical thinking in elementary school classrooms. Journal of Teacher Education, 60(4), 380-392.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Heng, M. A., & Sudarshan, A. (2013). “Bigger number means you plus!”—Teachers learning to use clinical interviews to understand students’ mathematical thinking. Educational Studies in Mathematics, 83, 471-485. https://doi.org/10.1007/s10649-012-9418-6
Kabar, M. G. D., & Tasdan, B. T. (2020). Examining the change of pre-service middle school mathematics teachers’ questioning approaches through clinical interviews. Mathematics Teacher Education and Development, 22(1), 115-138.
Karaağaç, M.K., Köse, L. (2015). Examination of pre-service and in-service teachers’ knowledge of students’ misconceptions on the topic of fractions. Sakarya University Journal of Education Faculty (30), 72-92.
Kreide, A., Turner, C. E., & Tomlinson, A. (2015). Pre-service teachers' development of questioning skills through common core aligned exemplar videotaped math lessons. Proceedings of the Hawaii University International Conferences: S.T.E.A.M. & Education, Honolulu, HI, United States, June 13-15, 2015
Koç Deniz, H. (2019). The effect of game and activity supported flipped classroom model on students` achievement in problem solving skill and reflective thinking skill based on problem solving in mathematics course. (Publication no: 606454) [Doctoral Thesis, Fırat University]
Lamon, S. (2007). Rational numbers and proportional reasoning: Toward a theoretical framework for research. FK Lester (Ecl.), Second handbook of research on mathematics teaching and learning A project oft/we national council of teachers of mathematics, 629-667.
Lim, W., Lee, J. E., Tyson, K., Kim, H. J., & Kim, J. (2020). An integral part of facilitating mathematical discussions: Follow-up questioning. International Journal of Science and Mathematics Education, 18, 377-398. https://doi.org/10.1007/s10763-019-09966-3
Mason, J., & Johnston-Wilder, S. (2004). Developing thinking in geometry. Teaching Mathematics and Its Applications, 23(2), 66-76.
McCarthy, P., Sithole, A., McCarthy, P., Cho, J., & Gyan, E. (2016). Teacher questioning strategies in mathematical classroom discourse: A case study of two grade eight teachers in Tennessee, USA. Journal of Education and Practice, 7(21), 80–89.
McComas, W. F., & Abraham, L. (2004). Asking more effective questions. Rossier School of Education, 1-16.
Ministry of National Education (2018a). Performance of students placed by central examination in the transition system to high schools [Educational analysis and evaluation reports series, no. 3]. Ministry of National Education.
Ministry of National Education (2018b). Mathematics course curriculum (primary and secondary school grades 1, 2, 3, 4, 5, 6, 7, and 8). Ministry of National Education Publications. National Council of Teacher of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. The Council.
National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematics success for all. National Council of Teachers of Mathematics.
Özdemir, Y., & Kıroğlu, K. (2019). A spatial perspective on the development of reading comprehension skills. Amasya University Journal of Faculty of Education, 8(1), 85-124.
Özpınar, İ. (2023). Secondary school students’ attitudes and teacher-student views on questioning in mathematics course. International e-Journal of Educational Studies, 7 (14), 359-380. https://doi.org/10.31458/iejes.1238226
Shahrill, M., & Clarke, D. J. (2014). Brunei teachers’ perspectives on questioning: Investigating the opportunities to "Talk" in mathematics lessons. International Education Studies, 7(7), 1-18. http://dx.doi.org/10.5539/ies.v7n7p1
Siegler, R. S., Thompson, C. A., & Schneider, M. (2011). An integrated theory of whole number and fractions development. Cognitive Psychology, 62(4), 273-296.
Smith, M. S., & Johnson, A. (2010). Teacher questioning techniques and their impact on student learning. Journal of Educational Psychology, 102(3), 789-802.
So, J. (2015). The impact of the teacher’s questions on the learning of part-whole relations and a benchmark model in fractions (Doctoral dissertation)
Soysal, Y., & Soysal, S. (2022). Exploring prospective classroom teacher question types for productive classroom dialogue. ECNU Review of Education, 0(0).
Şahin, A., & Kulm, G. (2008). Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions. Journal of Mathematics Teacher Education, 11(3), 221-241. https://doi.org/10.1007/s10857-008-9071-2
Van den Kieboom, L.A., Magiera, M.T. & Moyer, J.C. (2014). Exploring the relationship between K-8 prospective teachers’ algebraic thinking proficiency and the questions they pose during diagnostic algebraic thinking interviews. J Math Teacher Educ, 17, 429–461. https://doi.org/10.1007/s10857-013-9264-1
Way, J. (2008). Using questioning to stimulate mathematical thinking. Australian Primary Mathematics Classroom, 13(3), 22-27.
White, P. B. (2001). Conceptual questioning in the mathematics classroom. Master of Education, BEd, Universite de Moncton.
Yee, F. P. (2002). Using short open-ended mathematics questions to promote thinking and understanding. In Proceedings of the 4th International Conference on The Humanistic Renaissance in Mathematics Education, Palermo, Italy (pp. 135-140).

Ayrıntılar

Birincil Dil

İngilizce

Konular

Matematik Eğitimi

Bölüm

Araştırma Makalesi

Yazarlar

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

Zeynep Arslan
0000-0001-5135-8246
Türkiye

Erken Görünüm Tarihi

26 Şubat 2025

Yayımlanma Tarihi

21 Mart 2025

Gönderilme Tarihi

15 Ekim 2024

Kabul Tarihi

18 Şubat 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 13 Sayı: 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, ve 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 (01 Mart 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 ve Z. Arslan, “An Analysis of Primary School Teacher’s Questioning in Mathematics: A Focus on Fractions”, JCER, c. 13, sy 25, ss. 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 (01 Mart 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, ve Zeynep Arslan. “An Analysis of Primary School Teacher’s Questioning in Mathematics: A Focus on Fractions”. Journal of Computer and Education Research, c. 13, sy 25, Mart 2025, ss. 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. 01 Mart 2025;13(25):133-55. doi:10.18009/jcer.1567459

Bu eser Creative Commons Atıf 4.0 Uluslararası Lisansı ile lisanslanmıştır.

Değerli Yazarlar,

JCER dergisi 2018 yılından itibaren yayımlanacak sayılarda yazarlarından ORCID bilgilerini isteyecektir. Bu konuda hassasiyet göstermeniz önemle rica olunur.

Önemli: "Yazar adından yapılan yayın/atıf taramalarında isim benzerlikleri, soyadı değişikliği, Türkçe harf içeren isimler, farklı yazımlar, kurum değişiklikleri gibi durumlar sorun oluşturabilmektedir. Bu nedenle araştırmacıların tanımlayıcı kimlik/numara (ID) edinmeleri önem taşımaktadır. ULAKBİM TR Dizin sistemlerinde tanımlayıcı ID bilgilerine yer verilecektir.

Standardizasyonun sağlanabilmesi ve YÖK ile birlikte yürütülecek ortak çalışmalarda ORCID kullanılacağı için, TR Dizin’de yer alan veya yer almak üzere başvuran dergilerin, yazarlardan ORCID bilgilerini talep etmeleri ve dergide/makalelerde bu bilgiye yer vermeleri tavsiye edilmektedir. ORCID, Open Researcher ve Contributor ID'nin kısaltmasıdır. ORCID, Uluslararası Standart Ad Tanımlayıcı (ISNI) olarak da bilinen ISO Standardı (ISO 27729) ile uyumlu 16 haneli bir numaralı bir URI'dir. http://orcid.org adresinden bireysel ORCID için ücretsiz kayıt oluşturabilirsiniz. "

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

Öz

Anahtar Kelimeler

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

Öz

Anahtar Kelimeler

Etik Beyan

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Erken Görünüm Tarihi

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster