Narratives of Nepali school mathematics teachers on classroom questioning techniques
Niroj Dahal 1 *
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1 Department of STEAM Education, Kathmandu University School of Education, Lalitpur, NEPAL* Corresponding Author


This article examines the impact of Nepali math teachers’ questioning methods on current classroom practices in mathematics pedagogy. In this collection of short stories, four high school math teachers of Kathmandu Valley, Nepal share their experiences. This investigation used a criterion-based selection strategy to select high school math teachers. This article aims to focus on the difficulties students face in the classroom using questioning techniques. Behaviorist, social constructivist, and constructivist theoretical frameworks are employed in this study. “How do high school math teachers describe their questioning techniques?” was the research question for this study. I listened to four math teachers’ perspectives to learn more about the power dynamics in the classroom, specifically who is valued and whose voice can be heard when students ask questions in the context of a narrative inquiry for meaning making. Most high school math teachers initially appear to conformists to perceived appropriate method of questioning but later become nonconformists, which is defined as being more adaptable in their questioning technique. Many high school math teachers also ask a wide range of questions, from simple to complex, in the belief that this encourages students to participate in the mathematical discussion.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

Journal of Mathematics and Science Teacher, 2022, Volume 2, Issue 1, Article No: em009

Publication date: 19 May 2022

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