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

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Abstract

Developing appropriate questioning techniquesis an important part of mathematics teachingand assessment. This study examined thequestioning strategies used by 48 preserviceteachers during one-on-one diagnosticmathematics interviews with children. Eachparticipant conducted an audiotaped interviewwith one child, followed by an analysis andreflection of the interview. Data wereanalyzed to develop general categories ofquestions used by the preservice teachers. These categories included: 1) checklisting, 2) instructing rather thanassessing, and 3) probing and follow-upquestions. The analyses and reflectionscompleted by preservice teachers indicated thatusing the diagnostic interview format allowedthem to recognize and reflect on effectivequestioning techniques. Through an examinationof these categories of questions, we offersuggestions for teaching the skill ofmathematics questioning in preservice teachereducation courses.

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Authors and Affiliations

  1. George Mason University, 14337 Uniform Drive, Centreville, VA, 20121, USA

    Patricia S. Moyer & Elizabeth Milewicz

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  1. Patricia S. Moyer
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  2. Elizabeth Milewicz
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Moyer, P.S., Milewicz, E. Learning to Question: Categories of Questioning Used by Preservice Teachers During Diagnostic Mathematics Interviews. Journal of Mathematics Teacher Education 5, 293–315 (2002). https://doi.org/10.1023/A:1021251912775

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