An examination of the development of a secondary mathematics preservice teacher's use of effective questioning

Abstract

This case study explores how one secondary mathematics preservice teacher develops his use of questioning for instruction over the course of a year. The article explores how experiences in a secondary mathematics methods course and student teaching provide opportunities for the preservice teacher to use questioning to elicit, interpret, and respond to student thinking. Using classroom activities, plan‐teach‐reflect cycles of instruction, and recordings and transcripts of instructed lessons, the preservice teacher creates, revises, and reflects on his use of questioning over the year. The study shows that preservice teachers can improve their questioning to help elicit, interpret, and respond to student thinking.