This study investigated the types of questions that prospective teachers of mathematics asked their students during whole-class discussions, how these questions changed over time, and why. Four prospective teachers were interviewed at the beginning and end of a 10-week period of student teaching to elicit their views about the kinds of questions mathematics teachers should ask. One lesson per week, for eight lessons, was video recorded for each prospective teacher. These videos were analyzed for the kinds of questions the prospective teachers asked and the nature of the responses from their high-school students. We found that the prospective teachers initially expressed the view that it was important to ask questions that required students to explain their thinking—a view that aligned with what was promoted in their teacher-preparation program—and that they attempted to ask questions with unpredictable answers in the early weeks. Over time, however, they asked fewer questions overall, with an even greater reduction in the number of questions with unpredictable answers. Interviews revealed that the prospective teachers’ views about what kinds of questions to ask were influenced, over time, by the responses of their students. The videos offered additional insights into the nature of the students’ responses.

中文翻译：

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用无法预测的答案放弃问题

这项研究调查了未来的数学老师在全班讨论中向学生提出的问题类型，这些问题随着时间的变化以及原因。在为期10周的学生教学的开始和结束时，对四位准教师进行了采访，以征求他们对数学老师应该问的问题的看法。每位准老师每周录制一堂课，共八节课。对这些视频进行了分析，以了解准教师提出的各种问题以及高中学生的回答性质。我们发现，准教师最初表达的观点是，提出要求学生解释其思想的问题很重要（这一观点与他们的教师准备计划所提倡的观点相符），并且他们试图以无法预测的答案提出问题在最初的几周。但是，随着时间的流逝，他们总体上提出的问题更少了，带有无法预测的答案的问题数量甚至进一步减少了。访谈显示，随着时间的推移，准老师对学生提出的问题的看法受到学生反应的影响。视频提供了对学生回答本质的更多见解。带有无法预测的答案的问题数量进一步减少。访谈显示，随着时间的推移，准老师对学生提出的问题的看法受到学生反应的影响。视频提供了对学生回答本质的更多见解。带有无法预测的答案的问题数量进一步减少。访谈显示，随着时间的推移，准老师对学生提出的问题的看法受到学生反应的影响。视频提供了对学生回答本质的更多见解。