The views of secondary school mathematics teachers on their questioning approaches used in teaching processes

The purpose of this research is to reveal the opinions of secondary school mathematics teachers about the questioning approaches they use in their teaching process. The research was carried out by using case study, which is one of the qualitative research methods. The participants of the study are secondary school mathematics teachers working in the province of Manisa in the 2021-2022 academic year. The data of the research are semi-structured interviews and written documents. First of all, the teachers were asked to fill in the Self-Introduction Form of the Mathematics Teachers, so that general information about the participants was obtained. Then, one class hour-long interviews were conducted with the semi-structured interview questions created by the researcher. Each interview was transcribed. Thematic coding was used from the obtained transcripts and content analysis was used according to the frequency of occurrence. The findings of the study were analyzed in three parts: (a) opinions of secondary school mathematics teachers about asking questions, (b) opinions about asking questions in the teaching process, and (c) opinions about developing questioning approaches. It has been revealed that teachers generally find questioning strategies important, but they do not have sufficient knowledge about the subject. It has been revealed that teachers care about the development of questioning behaviors, and they want to take part in in-service studies. It can be suggested that secondary school mathematics teachers receive in-service training on asking questions, increasing the training on asking questions in education faculties, and carrying out a similar study in the classroom. Keywords: Asking questions, questioning, teacher opinions, secondary school mathematics teacher.