Perspectives of questioning practice in ambitious mathematics teaching

This study investigates teachers’ sensemaking around questioning practice in ambitious mathematics teaching. Analysing data from nine co-planning sessions from a group of Norwegian teachers engaged in professional development, we unpack the sensemaking that guided their questioning practices. While aiming to align questions with learning goals and stimulate discussions, the teachers also prioritise eliciting details of students’ thinking, engaging students in mathematical explanations and arguments, giving students opportunities to make connections, generalise, and apply their strategies, and promoting problem solving without reducing cognitive challenge. This underscores the complexity and interrelated nature of questioning practice in ambitious mathematics teaching.