Teacher Questioning in Problem Solving in Community College Algebra Classrooms

  • Angeliki Mali
  • Saba Gerami
  • Amin Ullah
  • Vilma MesaEmail author
Part of the Research in Mathematics Education book series (RME)


In this chapter, we focus on the ways two community college instructors worked with students to demonstrate the solution of contextualized algebra problems in their college algebra lessons. We use two classroom episodes to illustrate how they sought to elicit students’ mathematical ideas of algebraic topics, attending primarily to teachers’ questioning approaches. We found that the instructors mostly asked questions of lower cognitive demand and used a variety of approaches to elicit the mathematical ideas of the problems, such as using examples relevant to the students and dividing the problems into smaller tasks, that together help identify a solution. We conclude by offering considerations for instruction at community colleges and potential areas for professional development.


Questioning practices Algebra Community colleges 



We thank Linda Leckrone and Cody Michael for assistance with the analyses. Funding for this work was provided by the National Science Foundation (EHR #1561436). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Angeliki Mali
    • 1
  • Saba Gerami
    • 2
  • Amin Ullah
    • 2
  • Vilma Mesa
    • 2
    Email author
  1. 1.University of GroningenGroningenThe Netherlands
  2. 2.University of MichiganAnn ArborUSA

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