Conceptual Questioning in Mathematics Teacher Education
Transforming Routine Questions
Bibliographic Data
| ID | 22006662 |
|---|---|
| Authors | Fatma Cumhur (0000-0001-5891-564X, MUS ALPARSLAN UNIVERSITY, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 2 |
| Publication date | 2026-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440261453414 |
| OpenAlex | W7162762118 |
| Language | EN |
| References cited | 34 |
Conceptual questioning promotes deep thinking by supporting students’ transition from procedural to conceptual understanding. This study investigates the ability of pre-service elementary mathematics teachers to transform routine questions into conceptual ones within a problem-solving strategies course. The participants were 70 senior pre-service teachers who were asked to reformulate four routine questions at a conceptual level, and the resulting questions were evaluated using a rubric to determine overall performance. The findings indicate that structured problem-posing activities effectively supported the development of conceptual question-posing skills, although participants experienced challenges related to creativity, clarity, and solvability. These results highlight the importance of integrating systematic conceptual question-creation activities into teacher education programs to enhance pre-service teachers’ instructional competence
Concept learning · Conceptual change · Conceptual framework · Conceptual model · Critical thinking · Rubric · Teaching method · The Conceptual Framework · Education and Critical Thinking Development · Mathematics Education and Teaching Techniques · Science Education and Pedagogy
| Highly cited | No |
|---|