Mathematics teachers' knowledge and skills about questioning in the context of modeling activities

Asking effective questions has been considered to be one of the most important indicators of good teaching since questioning is an important instructional tool and the ability to ask effective questions requires sophisticated pedagogical reasoning. Teachers can facilitate students' higher-level thinking through effective questions. However, teachers' utilization of effective and higher-level questions is usually limited in traditional settings. The goal of this study is to investigate how secondary mathematics teachers' knowledge and skills of questioning change when they are engaged in professional development activities based on the modeling perspective. The program included five cycles each of which lasted a month. Each cycle consisted of meetings before and after the implementation of a model-eliciting activity and its implementation. The results showed that the professional development program had a positive effect on teachers' ability to ask qualitatively different questions in order to move students' thinking forward.


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Researchers point out the importance of teachers' knowledge of student thinking and the role of examining student work in various contexts to develop a knowledge base regarding students' ways of thinking. This study investigated prospective secondary mathematics teachers' interpretations of students' thinking as manifested in students' work that embodied solutions of mathematical modelling tasks. The data were collected from 25 prospective mathematics teachers enrolled in an undergraduate course through fou...
Citation Formats
A. A. Yenmez, A. K. Erbaş, E. Çakıroğlu, B. Çetinkaya, and C. Alacacı, “Mathematics teachers’ knowledge and skills about questioning in the context of modeling activities,” TEACHER DEVELOPMENT, pp. 497–518, 2018, Accessed: 00, 2020. [Online]. Available: