Purposeful questioning in mathematics: A guiding framework

Abstract

This paper considers the role of questioning in the teaching and learning process. Concerns raised in the literature indicate the need for a guiding framework to support teachers in using questioning strategies in a more flexible and purposeful manner. In response to this articulated need Fraivillig, Murphy, and Fuson (1999) constructed the Advancing Children’s Thinking (ACT) framework. This framework is described with reference to literature on effective questioning, the role of discourse in classroom culture, and the impact of its use by teachers on children’s opportunities to learn. Strengths of the ACT framework, including alignment to the New Zealand Numeracy Development Project are summarised. Possible limitations and how these might be addressed are briefly considered.