NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ796466
Record Type: Journal
Publication Date: 2008-Jun
Pages: 21
Abstractor: Author
Reference Count: 0
ISSN: ISSN-1386-4416
Sixth Grade Mathematics Teachers' Intentions and Use of Probing, Guiding, and Factual Questions
Sahin, Alpaslan; Kulm, Gerald
Journal of Mathematics Teacher Education, v11 n3 p221-241 Jun 2008
This case study of a first-year and an experienced teacher presents an analysis of the place and frequency of three types of questions: probing, guiding, and factual. We examined the use of these questions in the course of five lessons, in order to study the relationship between the part of the lesson and types of questions asked. In addition, we interviewed the teachers to gain insights into their reasons for asking different types of questions. Both teachers asked many more factual questions than other types of questions regardless of their teaching strategies. Both asked more probing questions during the summary part of the lessons than in other parts. The first year teacher asked more probing questions overall than the experienced teacher, except in a lesson in which the experienced teacher engaged student with manipulatives. Guiding questions were rarely used by either teacher. In the interviews, both teachers said asking higher order questions was important for better students' learning, even though they asked relatively few probing or guiding questions. Using the indicators we developed for question types, we found that the two teachers were aware of the functions of questions they used. Even after a considerable amount of time had elapsed, they were able to recall the lesson from a video clip and explain why they used questions with particular students or in a specific situation.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A