Anticipated and implemented questioning in mathematical discussions by prospective teachers

Teacher questioning is essential in facilitating high-quality mathematics discussions. This study investigated teacher questioning practices anticipated and implemented by three prospective teachers during a field-based elementary school experience. To orchestrate effective discussions, the prospective teachers anticipated questions aligned with student strategies before lessons and implemented various questioning practices during lessons. A case study examined prospective teachers’ questioning patterns using an analytic framework to classify and analyze question types and distributions. The results revealed that the prospective teachers prepared diverse types of questions, some of which were effectively used in the classroom. However, there were some instances where anticipated questions were not used, and unexpected questions were posed spontaneously during lessons. By scrutinizing the anticipation and implementation of teacher questioning, this study offers insights and recommendations for developing questioning skills of prospective teachers.