Exploring the Art of Questioning in Mathematics: A Qualitative Inquiry into Master Teachers’ Classroom Practices

Abstract

This qualitative study explores how expert secondary mathematics teachers conceptualize and implement the art of questioning in their classroom instruction. Using an exploratory design, in-depth interviews were conducted with purposively chosen seven (7) master teachers from the Davao Oriental and Mati City divisions to identify key strategies, beliefs, and practices associated with effective questioning. Thematic analysis following Braun and Clarke’s (2021) six-phase framework revealed critical themes, including promoting deeper understanding through strategic questioning, enhancing engagement and lesson flow via interactive questions, planning questions aligned to objectives and instructional flow, adapting questions to student diversity and real-world relevance, addressing non-responsiveness through scaffolding and support, assessing understanding and misconceptions through questioning, and reflecting on questioning effectiveness through student outcomes. These findings underscore the central role of thoughtful questioning in facilitating student-centered, inclusive, and cognitively engaging mathematics learning environments. The study provides practical insights for educators and professional developers aiming to enhance instructional questioning practices in secondary education.