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From Correction to Conversation: Enhancing Mathematical Understanding through Dialogic Questioning in a UK Classroom
Liang, Renxuan
Liang, Renxuan
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Date
2026
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study was conducted during an internship at Comberton Village College in the UK, where the researcher, a pre-service mathematics teacher from China, observed and participated in mathematics teaching. The focus was on employing dialogic questioning strategies to facilitate student understanding in mathematics, informed by prior training in dialogic pedagogy at Beijing Normal University and the use of a structured tool known as the Think-Talk Toolbox (TTT).
Aims: The primary aim of the research was to determine how questioning strategies, particularly through the use of the question "How did you get that?" and the "Justifying" and "Guiding" strategies from the TTT, could enhance students' ability to identify their mistakes, deepen their understanding of mathematical concepts, and improve their engagement in classroom discussions.
Methods: The inquiry involved systematic implementation of dialogic questioning during mathematics practice sessions, with a focus on creating a safe environment for student dialogue. Data were collected through various means including dialogue records, student work samples, teacher feedback, and self-reflection notes. A thematic analysis was then conducted to identify patterns and themes in student responses and the effectiveness of the guiding strategies employed.
Findings: The findings showed diverse types of student responses to the questioning strategies, categorized into proactive, perplexed, and silent/resistant. The effective dialogue processes included using analogies from correctly solved problems and probing students' thought processes through follow-up questions. Increased student engagement was noted, with some previously reticent students becoming more participative. Nonetheless, obstacles such as language issues and time constraints affected the efficacy of the guidance provided.
Implications: The study offers insights into the potential of dialogic questioning to enhance student engagement and understanding in mathematics education. Other educators might observe the benefits of replacing direct corrections with inquiries that encourage student reasoning. The findings underscore the value of maintaining a supportive and conversational classroom environment, recognizing errors as integral to the learning process and facilitating student ownership of their mathematical reasoning.
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Keywords (free text)
educational dialogue, questioning strategies, mathematical understanding, student engagement, teaching assistants, error identification