Investigating of Pre-Service Mathematics Teachers’ Questioning: The Reflections from Teaching Practice Course

The aim of this study is to examine pre-service mathematics teachers’ questioning in terms of “checking of prior knowledge, focusing, determining of misconceptions, guiding, probing, and checking to understand” aims within the Teaching Practice course. The study group included six math preservice teachers studying Secondary Mathematics Teaching in their 5th year. In this study, two lessons of all preservice teachers were observed in their Teaching Practice course and the data were analyzed with the deductivecontent analysis. The findings show that while the vastmajority of questions asked by pre-service teachers contained checking of prior knowledge, the few of them probing and determining of misconceptions. They also used some of the questions qualitatively inadequate, such as no deepening student’s answer, cutting short student’s talk. As a result of these findings, it is recommended that some content which helps pre-service teachers to notice questions’ function and increase questions’ depth should be integrated into teacher education program