Review of Effective Teacher Questioning in Mathematics Classrooms
Masitah Shahrill

Abstract
This paper reviews literature that focuses on teachers’ verbal questioning within a mathematics classroom, examining the role of questions in the classroom and the extent to which this will lead to effective teaching, the significant value and gain that can be achieved by the verbal communication between teachers and students. It also explores the effects of wait time and reports on the effects from teacher questioning on gender and social class. This paper concludes with an implication and discussion to teacher questioning.

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