本研究旨在確定構成，影響的因素，以及改善教師的提問技巧。為達上述研究目的，制定了三個研究問題，以新竹縣一所私立雙語國小的4名英語為第二語言（ESL）數學教師的老師和55學生包括三至六年級為研究對象，以求生學習評量卷和課堂觀察為研究工具。
根據結果，發現如下：一，ESL數學教師在數學課上提出的大部分問題都屬於低認知水平類別，大多數問題的目標本質上是趨同的；二，ESL數學教師提出的問題被用於狹義而非廣義的方式；三：ESL數學課堂中教師提問技巧的緩解因素，如分類知識缺乏，師範培訓不足，缺少一些數學詞彙，課堂上學生不同學習情況，教材理解不足，語言障礙，對學生反應的消極反應，缺乏實質性的學科知識，缺乏準備以及教師對學生能力的看法。最後，研究者歸納結論，並提出課程設計及未來研究建議，作為後續研究者之參考。

This study investigates teachers’ questioning techniques in mathematics at the Grades 3 to 6 levels in a private bilingual elementary school in Hsinchu County, Taiwan. The study aims to ascertain the factors that constitute, effect, as well as improve teachers’ questioning techniques. Three research questions were developed for the study. The study sample consisted of 4 teachers of ESL (English as a Second Language) mathematics and 55 Grades 3 to 6 students (boys and girls). Based on the data collected via a questionnaire and classroom observation, the analysis resulted in the following findings that the majority of the questions which teachers of ESL mathematics asked during mathematics lessons were in the low-cognitive level category and the aims of majority of the questions were convergent in nature. The predominance of lower level or convergent questions asked by teachers of ESL mathematics indicated that questioning had been used in a narrow rather than a broader way. The study also revealed factors that mitigate against teachers’ questioning techniques in the ESL mathematics classroom, lack of knowledge of taxonomies, limited attendance to Continuing Professional meetings, lack of some mathematics vocabulary, students at different points in the lesson, comprehension of questions in the textbook, language barrier, negatives reactions to students’ responses, lack of substantial subject matter know-how, lack of preparation and teachers’ views about students’ abilities. Suggestions were made by respondents and additional recommendations were suggested by the researchers to ensure and improve teachers’ questioning techniques.

ITEM PAGE

Title Page….
Declaration
Copyright…
Certificate of Approval
Abstract………. i
摘要………. ii
Acknowledgements iii
Table of Contents iv
List of Tables ix
List of Figures x
List of Abbreviations and Acronyms xi

CHAPTER
1. INTRODUCTION 1
Limitations of the study 5
Delimitations of the study 5
Research objectives 5
Research questions 5
Definition of terms 6

2. REVIEW OF THE LITERATURE 7

Theoretical framework…. 7
Aims of questions 8
What effective questioning entail 11
Establishing an effective questioning environment 11
Effective questioning practices of teacher 12
Ineffective questioning practices of teacher 16
Types and levels of questions 18
Anderson and Krathwohl classification 18
Low level and high level questions 21
Procedural, convergent and divergent questions 22
Factors that affect teachers’ questioning 23
Literature review summary 24

3. RESEARCH METHODOLOGY 26
Introduction 26
Research design 26
Context of the study 27
Target population 27
Study sample and sampling technique 27
Demographic features of the participants 28
Research instruments 30
Classroom observations 30
Questionnaires 32
Procedures for data collection 32
Data analysis procedure 33

4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 35
Types of questions 36
Types of questions by grades 39
Levels of questions 52
Aims of questions asked 57
Factors affecting teachers’ questioning 62
Summary of the findings 68

5. DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS 70
Types and levels of questions 70
Aims of questions 71
Factors affecting questioning in mathematics classrooms 74
Lack of knowledge of the taxonomies 74
Limited attendance to Continuing Professional Development meetings 75
Lack of some mathematics vocabulary 75
Students at different points in the lesson 76
Comprehension of questions in the textbook 77
Language barrier 78
Negative reactions to students’ responses 79
Lack of substantial subject matter know-how 79
Lack of preparation 80
Teachers’ views about students’ abilities 81
Conclusion 81
Recommendations 84
Awareness about classroom questioning in mathematics 85
Balanced incorporation of both low and high level questions 85
Plan and prepare questions 86
Questions must be given emphasis in the mathematics
methodology courses 86
Continuing Professional Development meetings 86
Suggestions for further research 88

REFERENCES 89
APPENDICES 98
Appendix 1: Questionnaire 106
Appendix 2: Observation checklist 114
Appendix 3: Letter to school principal 115
Appendix 4: Bloom’s action words 117

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