Why Did I Ask That? The Questions Graduate Teaching Assistants Ask Their Students

This qualitative study examined three graduate teaching assistants (GTAs) and the types of questions used in their teaching. We considered data consisting of video from two class meetings for each GTA. After the first recorded class meetings, each GTA viewed and discussed a video case of college mathematics instruction concerning the concept of slope that illustrated various questioning techniques. Each GTA was then video recorded a second time. The goal of the study was to explore the potential of the video-case professional development activity on GTAs classroom practice in the context of questioning techniques.