A Systematic Review of Elementary Teachers’ Deep Questioning in Mathematics Lessons

• In Event: Supporting Teaching for Conceptual Understanding

Abstract

The purpose of this systematic review is to understand elementary teachers’ deep questioning in the recent mathematics education field from 31 articles published after 2000. Findings revealed that the reviewed articles were mainly qualitative studies and often conducted in broader contexts such as high-leverage practices and teaching responsiveness. Various names were used in the reviewed articles to refer to deep questions. We also identified teachers’ successes and challenges in deep questioning, both with preservice and inservice teachers. Interestingly, we noticed that recent research started taking a closer look at “what” “when” and “with whom” in teachers’ deep questioning. Theoretical, research and practical implications were discussed.

Authors

• Meixia Ding, Temple University

• Hyangeun Ji, University of North Texas