Supporting mathematical reasoning: exploring questioning moves in a Year 1 classroom using student work samples

Abstract

This study was designed to report on the questioning strategies and pedagogical moves a Year 1 teacher used during a lesson, specifically focusing on using student work samples to support mathematical reasoning. The single-case research approach considered questions selected by the teacher, their distribution throughout the lesson, and the implementation of anticipated questions. The results show how the teacher leveraged student work samples as they responded to an open-ended problem (a challenging task) and how she employed pedagogical moves to support students’ mathematical reasoning. A qualitative analysis of classroom discussions provided insights and recommendations for pedagogical moves for facilitating, eliciting, responding to and extending student reasoning. We also offer a practical Questioning Move model teachers can refer to when helping students interpret tasks; supporting those who may struggle; clarifying misconceptions or partial conceptions and supporting understanding; exploring multiple strategies, identifying all possible solutions and extending responses, ensuring all learners have opportunities to develop their reasoning skills.