| Summary: | The purpose of this study was to identify factors
that influence the implementation of low-level oral questioning in
mathematics teaching in primary school. This study was a
qualitative study using the case study method. Data were
collected through partial structural observation, semi-structured
interview, document analysis and field notes. Six mathematics
teachers from six different primary schools were selected as
participants of the study using purposive sampling method. The
data were then analyzed using a constant comparative method to
identify the patterns and themes that emerged from the data
obtained. The study identified that factors of time constraint,
heavy workload, extensive coverage of contents, low level student
achievement, student engagement, and lack of in-service training
contributed to the lack of high level questionings in the
mathematics teaching process. These factors need to be
addressed so that students' thinking can be enhanced through
higher level oral questioning activities during the class.
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