Investigating prospective mathematics teachers’ questioning purposes and intentions through their lesson plans

This study aims to explore the nature of prospective middle school mathematics teachers’ questioning processes by identifying their purposes and underlying reasoning. Data were collected from seven lesson plans and semi-structured individual or group interviews with ten prospective teachers. Findings show that candidates planned to ask questions through oral questions and tasks for instructional, social, and managerial purposes, reflected both in their plans and thinking. While instructional purposes were consistently emphasized, social and management purposes were not always addressed. Additionally, candidates showed limited flexibility in adapting their questioning to support the social environment and classroom management across different lesson sections. Although oral questions and tasks were commonly planned for the development phase, they were not always explicitly included in the opening or closing sections. Reflections from candidates provided deeper insights into the goals embedded within their plans. To further develop planning skills, it is recommended that candidates engage in reflective practices and discussions supported by mentor feedback.