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Abstract
The quality of teacher questioning affects the extent of its utilization, particularly in a dynamic teacher-student interaction. I first analyze 13 preservice teachers questioning moves while elementary school students were engaged in mathematical problem solving. I then examined six preservice teachers questioning practices on whole-number arithmetic tasks in their single-student mathematical field experiences (SSMFE) and focused on the construction and functioning of teacher-student interactional turns to describe the functions of interactional turns and patterns. Data were collected in the form of observations, video recordings, and course assignments and analyzed using theme-based coding from an integrated framework including categories of questioning moves and interactional patterns. The findings regarding questioning moves revealed four influential features in preservice teachers questioning: (a) flexibility in the setup, (b) limited extent of inquiry, (c) non-specific probing questions, and (d) neglect of the childs unexamined but valuable strategies. The analyses show that 1) Task Clarification (TC) moves were successes when teachers provided flexible support in questioning, and 2) Procedural Understanding (PU), Making Connections (MC), Rationale Behind a Strategy (RA), and Alternative Strategy (AS) moves resulted in deviated from the contextual features and mathematical relationship in problem solving and indicate that the preservice teachers functional moves have potential to elicit multidimensional facets of students mathematical thinking and yet may not be enacted competently in mathematical problem solving. These findings not only detail the conditions for enacting functional moves but also contribute to better document the successes and struggles a functional move prompted. Based on the findings, suggestions for developing a practice-based training curriculum to enhance the cultivation of teacher questioning are presented. In addition, how to effectively utilize student-produced discourse to inform teacher questioning strategies in early field experiences has important implications for curriculum designers, teacher education programs, and for teacher educators and researchers.