ORCHESTRATING MATHEMATICAL THINKING: A CORRELATIONAL AND DISCOURSE ANALYSIS OF TEACHER QUESTIONING STRATEGIES AND THEIR IMPACT ON PROBLEM-SOLVING PROFICIENCY IN PRIMARY 4 CLASSROOMS

Authors

  • Melieva H. H. Lecturer at the Kokand State University
  • Mashrabjonov U.A. Lecturer at the Kokand State University

DOI:

https://doi.org/10.17605/

Keywords:

Teacher questioning, mathematical discourse, problem-solving, primary mathematics, classroom observation, cognitive demand, professional development.

Abstract

The quality of teacher-student discourse is a critical mediator of mathematical learning, with teacher questioning being its most potent tool. In primary mathematics, where the foundation for higher-order thinking is laid, a preponderance of low-cognitive demand questions (focused on recall and procedure) persists, potentially stifling the development of genuine problem-solving skills. Understanding the specific relationship between questioning patterns and student problem-solving behaviors is essential for effective teacher professional development.

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Published

2025-12-31

Issue

Vol. 6 No. 12 (2025): It.academiascience

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

ORCHESTRATING MATHEMATICAL THINKING: A CORRELATIONAL AND DISCOURSE ANALYSIS OF TEACHER QUESTIONING STRATEGIES AND THEIR IMPACT ON PROBLEM-SOLVING PROFICIENCY IN PRIMARY 4 CLASSROOMS. (2025). Innovative Technologica: Methodical Research Journal, 6(12), 30-36. https://doi.org/10.17605/