Mathematics teachers’ use of questioning when teaching quadratic functions

Abstract

In this qualitative study, we investigated how a group of five grade 11 mathematics teachers teach the topic of quadratic functions. The focus was on how they used questioning in their presentations of quadratic functions to their students. The teachers were observed while teaching the topic and interviewed after their lessons. We focused on two categories of questions, distinguishing between probing questions and questions to promote discussion around important concepts. We found that although some teachers would employ both types of questions productively to identify misconceptions and promote conceptual understanding, some teachers do not use either type of questioning approach, mainly to save time and not to confuse other students.