Understanding the Use of Questioning by Mathematics Teachers: A Revelation

This article investigates perceived existing classroom practices in mathematics pedagogy and the impact on Nepalese mathematics teachers' understanding and uses of questioning. For this study, a narrative inquiry approach has been used to focus on the experiences of six mathematics teachers working in schools in Kathmandu Valley, Nepal. A criterion-based selection strategy was used to choose research participants for this research (Roulston, 2010). This article aims to examine the complexities of mathematics classroom experiences by gaining insight into the use of questioning. This inquiry utilizes a variety of theoretical lenses, including sociological perspectives and behaviorists through constructivist approaches to categorize questioning using the criteria of expertise, critical pedagogical perspectives and algorithmic and daily life practices. Through this methodological approach an analysis of relative power relations in mathematics classroom established through teacher perspective in questioning is made. This study is framed through the research question: How do teachers narrate their experience of understanding and usage of questioning in relation to mathematics pedagogy? Subscribing to a narrative inquiry for meaning-making, this article thus studied six mathematics teachers' voices and experiences to explore classroom power relationship in the context of whose experiences are valued and whose voice can be heard in during student questioning. In conclusion it was found that the majority of the studied mathematics teachers seem to be conformist to a perceived appropriate method of questioning at the beginning of their teaching career but become nonconformist, defined as being more flexible in questioning technique later in their career. Further it was found that the majority of the research participants asked more questions within the simple to complex level with greater focus on simple (low level) questioning due to a belief that this encourages students to engage in mathematical discussion.