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Teacher Questioning Strategies in Classroom Discourse
Submission Deadline: Nov. 10, 2019

This special issue currently is open for paper submission and guest editor application.

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Lead Guest Editor
Peter McCarthy
Mathematics, Lane College, Jackson, Tennessee, USA
Guest Editors
  • Karleah Harris
    Family Science, Miami University
    Miami, USA
  • Alex Sithole
    Mathematics and Physics, Missouri Western State University
    Missouri, USA
  • Diane Sklensky
    Biology, Lane College
    Jackson, Tennessee, USA
  • Joachim Joachim
    Political Science and Sociology, Missouri Western State University
    Missouri, USA
Guidelines for Submission
Manuscripts can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.
Papers should be formatted according to the guidelines for authors (see: http://www.sciencepublishinggroup.com/journal/guideforauthors?journalid=214). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepublishinggroup.com/login. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.
Published Papers
The special issue currently is open for paper submission. Potential authors are humbly requested to submit an electronic copy of their complete manuscript by clicking here.

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Special Issue

Introduction
Students are able to construct and communicate their knowledge during mathematics lessons. But, these are usually prompted by the teacher’s questions (Moyer & Milewicz, 2002). Moyer & Milewicz (2002) state that teachers are best able to discern the depth of students’ thinking. They could effectively question students at various levels within the cognitive domain such as knowledge, comprehension, application, analysis, synthesis, and evaluation (Moyer & Milewicz, 2002; Bloom, 1956). The use of a good approach to questioning by the teacher may mean the difference between constraining a child’s ability to think and develop new ideas and recalling trivial facts, and constructing real knowledge.
Research findings indicate that teachers’ verbal behaviour is a strong indicator of his or her total teaching behaviour (Moyer & Milewicz, 2002; Adams, 1994). Carpenter, et al. (2000) support the idea that the teacher’s questions are essential to instructional process, for questioning is indispensable in all instructions. It has been observed that a greater understanding of student thinking can be gained from using questioning as an assessment tool (Moyer & Milewicz, 2002; Baroody & Ginsburg, 1990). Thus, developing appropriate questioning techniques is obviously a very crucial part of teaching and assessing mathematics lessons. However, few research studies document ways to support the development of questioning skills for both pre-service and in-service teachers (Moyer & Milewicz, 2002; Ralph, 1999).
Aims and Scope:
Teacher uses questioning strategies to gather information about the subject matter to inform teaching. On the other hand the teacher uses questioning strategies to determine the students’ status with respect to the subject matter. Thus, this special issue will be a reasonable resource that involves student-teacher interaction in the classroom to improve learning.
  1. Probing and Follow-up
  2. Leading Questions
  3. Checklisting
  4. Scaffolding
  5. Questioning Strategies
  6. Questioning Clutches
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