Teachers’ Questioning to Promote Students’ Problem Posing in Mathematics Classroom

Abstract

              This study aimed to analyze teachers’ questions posing to promote students posing their own mathematical problems in the classroom. The research employed protocol analysis and descriptive narrative within the framework of lesson study and open approach. The target groups comprised 37 grade 4 students and one teacher of the first semester in academic year 2024, Khon Kaen University Demonstration School (Primary) (Mor Din Daeng) Research instruments were seven lesson plans on single-digit division, field notes, video recordings, and still photographs.

              The research results revealed four types of teacher questions that effectively support mathematical problem posing: 1) information-gathering questions, prompted students to explore the problem situation and instructional materials, leading them to identify their own mathematical problems; 2) probing-thinking questions, which  enabled students to explain and expand their understanding of division, as they engaged directly with the problems and internalized them; 3) mathematics-structuring questions, which helped students articulate the structure of division and connect their ideas with underlying mathematical principles; and 4) reflective and justification questions, which encouraged students to justify their approaches, argue for the correctness of their solutions, and validate their ideas with logical reasoning.