Coaching for questioning : a multiple case study of middle and secondary mathematics pre-service teachers.

Teacher questioning is a highly utilized pedagogical tool that can positively impact students' learning experiences. Mathematics instruction, however, is typically dominated by questions that may limit students' ability to communicate their thinking and to think critically about mathematics. Questioning is a complex skill that requires an attentiveness to students' needs and proficiency in both content and pedagogy, presenting challenges for pre-service mathematics teachers with limited classroom experiences. Prevalent questioning frameworks organize questions according to their perceived level of rigor, but there is a need to explore how questions can be reconceptualized as purposeful rather than as low- or high-level. There is a lack of research regarding how to best support pre-service mathematics teachers' questioning, particularly in the middle and secondary grades. This multiple case study sought to describe pre-service mathematics teachers' planning and implementation of purposeful questions as they engaged in non- evaluative instructional coaching cycles throughout their year-long clinical experience. The participants in this study were purposefully selected with the criteria of being pre-service mathematics teachers in the middle and secondary grades. The researcher acted as a non-evaluative instructional coach and engaged in four instructional coaching cycles with each participant. Each cycle included a pre- and post-conference, and a classroom observation. The researcher individually analyzed each case and then then conducted a cross-case analysis to identify patterns and themes across the five cases. Findings from this study revealed that the pre-service mathematics teachers grew to plan questions with greater intention, using questions to drive the lessons' goals. The participants also became more aware of their in-the-moment questioning practices and increasingly used questions to prompt justification and mathematical discourse. Based on these findings, the researcher detailed implications and recommendations applicable for pre-service and in-service teachers. Questioning frameworks should be adopted so that purpose is emphasized over cognitive demand. In addition, teachers should have opportunities to collaborate with non-evaluative instructional coaches, to anticipate students' misconceptions, and to reflect on the potential impact of planned and implemented questions. Future research includes expanding the conception of purposeful questions and supporting the development of purposeful questioning practices.

Author dc:creator

• Jones, Lianne M., 1988-

Contributors dc:contributor

• Rogers, Rachelle M.

• Pre-service teachers.
• Mathematics.
• Questioning.
• Instructional coaching.

Statement dc:rights

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Language dc:language

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/13136

OAI identifier oai:identifier

oai:tdl-ir.tdl.org:2104/13136