ABSTRACT
Critical thinking is vital for increasing students’ mathematics achievement. Incorporating discourse is one approach teachers can utilise to help students develop critical thinking skills. Asking higher-level thinking questions during mathematics lessons should be embedded into discourse. However, teachers often ask very few of these types of questions. This is partly due to teachers’ knowledge gap in utilising questioning to advance student thinking. This chapter describes the development of a resource to support teachers in incorporating higher-level questioning in primary-level mathematics lessons. Educational design research, specifically design-based research, is the methodology guiding this research, emphasising the importance of combining teacher feedback with theoretical underpinnings to address complex educational issues. In addition to developing the resource for teachers, the research will contribute to theoretical understandings. This chapter concludes by offering key recommendations for curriculum developers and educational leaders to assist in the continued professional development of teachers.
