Using questioning strategies to support pre-service teachers in teaching mathematics word problem-solving

Source abstract

This empirical paper reports on the use of questioning strategies that enabled pre-service foundation phase teachers (PSFPTs) to enhance their mathematics word-problem-solving instruction. The objective of the study was to determine how PSFPTs used questioning strategies as proverbial keys to unlock meaning from word problems and to support their teaching of mathematics word problem solving. Using a qualitative research approach within the constructivist paradigm, the study employed a multiple-case study design embedded in the lesson study process (LSD). At the same time, Desimone’s core conceptual framework for professional development served as the conceptual framework. Twelve second year PSFPTs were purposefully selected from a university in the Gauteng Province. As part of LSD, data were generated through collaboratively developed lesson plans, video-recorded lessons, observation checklists and collaborative discussions. The data were analysed inductively through thematic analysis. Findings reveal that PSFPTs’ mathematics word problem-solving instruction was strengthened when they purposefully used questioning strategies to unlock the contextual and conceptual meaning and to clarify the meaning of the words used in the word problem, while alternative interactive strategies also proved successful in delving deeper in the meaning of words. These strategies highlighted the reciprocal relationship between reading comprehension and mathematical reasoning. Instead of approaching word problem-solving in isolation, PSFPTs began integrating questioning as a central pedagogical tool within their mathematics lessons.