Date of Award

Summer 6-13-2025

Author Requested Restriction

Restrict to UW for 1 year - then make Open Access

Work Type

Masters Capstone Project

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Matthew Weinstein

Abstract

This research examines the research on the purpose of teacher questioning in mathematics classrooms. Questions are presumed to be an integral part of the learning process; this research attempts to understand the various purposes of said questioning in mathematics classrooms. Through a literature review of 30 peer-reviewed articles, 3 themes arose: teacher questioning for the purpose of 1) student learning, 2) formative assessment, and 3) classroom management. These themes are again discussed within an action plan where comparisons and suggestions are made to a local site. Finally, I will discuss what I found within the literature relative to my focal questions and finish with implications research has on best practices regarding teacher questioning in mathematics classrooms.

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