• Journal of the Korean School Mathematics Society
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• v.20 no.1
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• pp.19-42
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• 2017

This study analyzed characteristics of which a teacher asked questions in an instruction on the probability that event A and event B occur. The aim of this study based on the analysis was to deduce implications in terms of the various means which would enhance middle school students' understanding about the probability and assist teachers in designing instructions on the mathematics contents. To achieve this goal, this research firstly reviewed Morgan & Saxon(2006) which offers one classification of questioning that identifies a general intention for each category. Secondly, this study examined previous literature on teaching and learning the probability that event A and event B occur in order to identify didactical issues to teach the mathematics contents. Therefore, this study probed the questions of the instruction in the light of the framework descriptors from Morgan & Saxon(2006) and the issues to teach the probability that event A and event B occur. This research inspires the elaboration of what features have with regard to effective questioning in teaching mathematics through the analyzing process and additionally the elucidation of essential matters related to mathematics education on the basis of the analyzed results.