Elementary Teacher-Student Mathematical Problem-Solving Dialogue

This qualitative study investigated the functionality and features of sequential questioning-answering turns (QATs) in mathematical dialogues between elementary preservice teachers (PSTs) and students. Six one-on-one interviews on word-problem solving were video recorded and analyzed using framework analysis to examine sequential function-switching patterns in teacher-student interactions. Seven categories of talk moves were identified, and the features of functional move sequences were examined. Whereas certain sequences, such as Procedural Understanding–Making Connections and Procedural Understanding–Rationale behind a Strategy, supported higher-order thinking, others constrained conceptual development, particularly when Procedural Understanding occurred in isolation. The findings underscore the need for PSTs to enact QATs responsively and strategically, guided by student input and task complexity. Implications for teacher education include the importance of practice-based training that supports the development of effective questioning repertoires. Recommendations for future research focus on instructional context, teacher intention, and longitudinal development of PSTs’ discourse practices.