An investigation of question types that elementary classroom and elementary mathematics teachers prefer

The aim of this thesis is to specify what kind of questions teachers? prefer, what kind of questions they disregard during their classroom practices. For these purposes 3 elementary mathematics and 3 elementary teachers? 1200 minutes classroom practices videos have been reviewed. For data analysis, 10 question types have been used which established by Graesser, Person & Huber (1992). Question types are collected in three categories. These are long answer, short answer and deep reasoning questions. Teachers often use question and answer method for teaching and repetation practices. For classroom practices quality of questions are as important as quantity of questions. In addition to measurement and evaluation, questions are essential for student centered classrooms, motivate students, determine incomplete learning and misconceptions and guide to classroom discussions. For these reason teacher questions are gaining importance.. The results of this study indicated that teachers prefer short answer questions and they disregard long answer and deep reasoning questions. Additionally the other result of this study is about teachers? habit of question types that they frequently prefer. They often use one or a few question types and these questions have similarities between teachers.