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Primary Mathematics Teachers' Question-Chain Reasoning: A Cognitive-Ecological Developmental Model for Teacher Education

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Title: Primary Mathematics Teachers' Question-Chain Reasoning: A Cognitive-Ecological Developmental Model for Teacher Education
Language: English
Authors: Siliang Yu (ORCID 0009-0002-5009-276X), Qiaoqiao Xue (ORCID 0009-0002-4592-981X), Yutao Xu (ORCID 0009-0007-1239-3736), Yi Li (ORCID 0009-0005-3689-6392), Chao Wang (ORCID 0009-0000-5334-047X)
Source: Asia-Pacific Journal of Teacher Education. 2026 54(2):192-213.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary School Teachers, Mathematics Instruction, Elementary School Mathematics, Questioning Techniques, Beginning Teachers, Experienced Teachers, Foreign Countries, Logical Thinking, Educational Environment, Adjustment (to Environment), Teacher Education
Geographic Terms: China
DOI: 10.1080/1359866X.2026.2633699
ISSN: 1359-866X
1469-2945
Abstract: In primary mathematics lessons, teachers guide students' thinking not only through tasks but also through sequences of questions. Yet we know little about how teachers at different career stages design and adapt these "question-chains" in everyday classrooms. This qualitative study examines 15 novice, experienced, and expert primary mathematics teachers in Chengdu, China, using semi-structured interviews and reflexive thematic analysis. We developed a five-dimension developmental model that describes how teachers' question-chain reasoning becomes more adaptive over time. Novice teachers tend to follow textbook sequences to maintain pacing and reach correct answers. With experience, teachers increasingly revise and branch question-chains to elicit explanations, connect representations, and support students' generalisation, while managing time, curriculum, and assessment pressures. School-based teaching -- research groups and lesson study can either reinforce routine, performance-oriented practices or support collaborative experimentation with questioning. The model provides guidance for designing pre-service, induction, and in-service programmes that strengthen reasoning-rich questioning in primary mathematics.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500785
Database: ERIC
FullText Text:
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  Data: Primary Mathematics Teachers' Question-Chain Reasoning: A Cognitive-Ecological Developmental Model for Teacher Education
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  Data: <searchLink fieldCode="AR" term="%22Siliang+Yu%22">Siliang Yu</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-5009-276X">0009-0002-5009-276X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Qiaoqiao+Xue%22">Qiaoqiao Xue</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-4592-981X">0009-0002-4592-981X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yutao+Xu%22">Yutao Xu</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-1239-3736">0009-0007-1239-3736</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yi+Li%22">Yi Li</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-3689-6392">0009-0005-3689-6392</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chao+Wang%22">Chao Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-5334-047X">0009-0000-5334-047X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asia-Pacific+Journal+of+Teacher+Education%22"><i>Asia-Pacific Journal of Teacher Education</i></searchLink>. 2026 54(2):192-213.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Questioning+Techniques%22">Questioning Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Logical+Thinking%22">Logical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1080/1359866X.2026.2633699
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  Data: 1359-866X<br />1469-2945
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  Label: Abstract
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  Data: In primary mathematics lessons, teachers guide students' thinking not only through tasks but also through sequences of questions. Yet we know little about how teachers at different career stages design and adapt these "question-chains" in everyday classrooms. This qualitative study examines 15 novice, experienced, and expert primary mathematics teachers in Chengdu, China, using semi-structured interviews and reflexive thematic analysis. We developed a five-dimension developmental model that describes how teachers' question-chain reasoning becomes more adaptive over time. Novice teachers tend to follow textbook sequences to maintain pacing and reach correct answers. With experience, teachers increasingly revise and branch question-chains to elicit explanations, connect representations, and support students' generalisation, while managing time, curriculum, and assessment pressures. School-based teaching -- research groups and lesson study can either reinforce routine, performance-oriented practices or support collaborative experimentation with questioning. The model provides guidance for designing pre-service, induction, and in-service programmes that strengthen reasoning-rich questioning in primary mathematics.
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  Data: 2026
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  Data: EJ1500785
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        Value: 10.1080/1359866X.2026.2633699
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      – Text: English
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        PageCount: 22
        StartPage: 192
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Elementary School Mathematics
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      – SubjectFull: Questioning Techniques
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      – SubjectFull: Beginning Teachers
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      – SubjectFull: Experienced Teachers
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      – SubjectFull: Adjustment (to Environment)
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      – SubjectFull: Teacher Education
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      – SubjectFull: China
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      – TitleFull: Primary Mathematics Teachers' Question-Chain Reasoning: A Cognitive-Ecological Developmental Model for Teacher Education
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