Questions have been shown to aid in student understanding of mathematics, particularly "novel" questions (Mesa, Celis, & Lande, 2013) that do not have a predetermined answer. However, students do not always understand what is intended by questions posed by teachers, particularly those students who come from different cultural and lingual backgrounds than those dominant in the classroom discourse. This project investigated the relationship between how a mathematics teacher acknowledged students funds of knowledge in her questions and how Latina/o students responded. It shows some research based questioning techniques that allow Latina/o students greater opportunity to participate in the mathematical problem-solving process and how resulting classroom experience shows evidence of progression toward a hybrid space, as well as factors that limited progression toward a hybrid space. These results yield implications for English-speaking teachers instructing students who are bilingual in English and Spanish at varying degrees of proficiency.

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This study examines what kinds of questions teachers and students ask during science lessons in three primary schools in Sweden. The study is based on the following questions: What kinds of questions do the teachers ask? How do the teachers describe the question asking behavior they use in the lessons? How do the teachers follow up students' answers? What kinds of questions do the students ask and how do teachers handle these inclass? This is a qualitative study based on interviews of four primary school teachers and observations of their Science lessons, covering topics as the solar system, electricity and the lives of the magpie and the squirrel. The theoretical frame of the study is social constructivism, which focuses on how knowledge is constructed in the social context of the classroom through language and other semiotic means. The questions asked by teachers and students are classified into two levels (high-order and low-order questions) based on Bloom's taxonomy. The results of the study shows that teachers mostly ask low-order questions during these lessons and that they ask three times as many questions as the students. In lessons where more “abstract” topics were discussed, such as the solar system, the low-order questions were more frequently asked by the teachers. The students asked questions when they were “invited” to do so and they asked more high-order questions during lessons where “abstract” topics were discussed.

The present study aims to examine teacher questions in an English as a foreign language (EFL) classroom with a conversation analytic (CA) approach. Specifically, the study focuses on the sequential position of the teacher questions, and on their function in the management of classroom activities. Two activities in an intermediate leveled English classroom in Cambodia with students aged 20-24 were recorded and subsequently transcribed according to CA conventions. Thereafter, the teacher questions were identified and categorized. The findings showed that there were five categories of questions used by the teacher; that is, understanding checks, activity managing questions, repair regarding understanding and repair regarding accomplishment of task and lastly topic elaboration questions. Each category of question was used in a specific time in order to manage classroom activities, however, the findings also reveal that questions can interfere with the pedagogical focus when they appear out of context and can limit students’ participation in class.