The Purpose of Teacher Questioning in Mathematics Classrooms

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dc.contributor.advisorWeinstein, Matthew
dc.contributor.authorGarces, Nicklaus John N.
dc.date.accessioned2026-03-29T22:32:16Z
dc.date.available2026-03-29T22:32:16Z
dc.date.issued2025
dc.descriptionMaster of Education (MEd)
dc.description.abstractThis research examines the research on the purpose of teacher questioning in mathematics classrooms. Questions are presumed to be an integral part of the learning process; this research attempts to understand the various purposes of said questioning in mathematics classrooms. Through a literature review of 30 peer-reviewed articles, 3 themes arose: teacher questioning for the purpose of 1) student learning, 2) formative assessment, and 3) classroom management. These themes are again discussed within an action plan where comparisons and suggestions are made to a local site. Finally, I will discuss what I found within the literature relative to my focal questions and finish with implications research has on best practices regarding teacher questioning in mathematics classrooms.
dc.embargo.lift2026-06-13
dc.embargo.termsRestrict for all for 1 year, then make Open Access
dc.identifier.urihttps://hdl.handle.net/1773/55369
dc.subjectteacher questioning
dc.subjectquestions
dc.subjectmathematics classrooms
dc.subjectmathematics
dc.titleThe Purpose of Teacher Questioning in Mathematics Classrooms
dc.typeThesis

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