Developing teachers' questioning regarding eliciting students' mathematical thinking

The aim of this research is to investigatedevelopment of teachers' questioning to elicit elemantary school students' mathematical thinking. In this context, the development of teachers' noticing skills was supported with a professional development program carried out through video club activities and reflective interviews, and positive reflections of this development on the development of questioning skills were determined. Teaching experiment method was adopted in the research. The research was conducted in the spring semester of the 2021/2022 academic year with two elemantary school mathematics teachers over a total of 17 weeks. During the implementation process, one of the teachers was observed for eight weeks (16 lesson hours) and the other teacher was observed for nine weeks (18 lesson hours). During each classroom observation process, reflective interviews were held with teachers before and after class. Additionally, a total of five video club activities were carried out. The data was analyzed within the scope of conceptual frameworks developed to examine teachers' skills in noticing and questioning students' thoughts. Findings revealed that teachers' noticing and questioning skills can be improved within the framework of a professional development program. The results showed that teachers' skills in noticing of student thoughts and their questioning approaches are directly related to teachers' professional competencies. In this sense, it has been concluded that teachers should be supported primarily in the context of "teacher knowledge" in developing teachers' inquiry. On the other hand, the results of this research revealed that experience is very important in teacher questioning and that the development of questioning skills is not straightforward. Therefore, in order to obtain more detailed and in-depth information about teacher questioning in future studies, it is thought that conducting longitudinal studies examining the development process of a single teacher's questioning skill can give a more comprehensive idea about the course of development of teacher questioning and the ways in which it may be affected. KEYWORDS: Teacher questioning, Students' mathematical thinking, Noticing skills, Elemantary school mathematics teachers, Teacher training