Using Different Questioning Strategies in High School English Literature and Mathematics Classes

Author: Nesrin Tantawy

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Classroom questioning is the teacher‟s key tool that is
widely and extensively used to propose a problem to students in order
to stimulate their thinking skills. Addressing questions in a classroom
contributes to the creation of a positive learning environment with
special emphasis on the social context that heavily impacts the extent
of learning. According to Vygotsky‟s theory of Zone of Proximal
Development, social interaction with adults and more knowledgeable
partners is seen to strongly influence the progress of learning on the
part of the learners; teachers are thus found to contribute much to
such interactions through their extensive use of a wide range of
questions. This paper aims at analyzing as well as drawing an
analogy between the different questioning strategies implemented by
English literature and mathematics teachers in classroom settings.