Effective Questioning Techniques in the Mathematics Classroom

Amy VanDerVoorn, '10, Leah A. Nillas

Research output: Faculty Advisor of Undergraduate Research


Teachers pose a variety of questions to their students every day. As teachers, we recognize that some questions promote deeper mathematical thinking than others (Herbal-Eisenmann & Breyfogle, 2005). My goal for this self-study was to develop my own questioning skills to promote deeper mathematical thinking as well as elicit classroom discussion with qualitative student responses. I conducted the research in a high school geometry class of thirty students. I found that discussion for qualitative responses is not typical in a mathematics classroom, and it is difficult to initiate, facilitate, and establish a classroom norm where students engage in qualitative discussion about mathematics. However, I did learn effective questioning techniques in order to engage them in active learning. These techniques are beneficial for all mathematics teachers to promote discussion and active learning.
Original languageAmerican English
StatePublished - 2010


  • Education
  • Mathematics

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