Chapter 5: Posing Purposeful Questions

The fifth National Council of Teachers of Mathematics (NCTM) Effective Mathematics Teaching Practice (2014, p. 10) states:

The seven cases presented in this chapter provide insight into developing teacher candidates’ ability to pose purposeful questions. In the opening case, “Developing a Purpose for Questioning: The Case of Jacob,” Campbell and Raymond share the story of a senior elementary education teacher candidate, Jacob (a pseudonym) to illustrate how to develop questioning skills to address a specific purpose. The four types of questioning; gathering information, probing thinking, making mathematics visible, and reflection and justification (NCTM, 2014), were the framework used in this case. The detailed description of how guidance, rehearsed number talks, number talks conducted and videoed, and repeated reflection supported Jacob in his sense of purpose and making mathematics visible for his students.