The 21^st century will bring challenges that call for individuals who can problem-solve, persevere, and innovate (Geisinger, 2016). As educators prepare students for addressing society’s trials, they must focus on helping students develop critical thinking skills. To accomplish this, mathematics education is crucial in expanding students’ abilities to analyse, synthesise, and predict information (Shakirova, 2007). Countries worldwide recognise the need for students to learn these skills and consequently revamped curriculums, teacher education programs, and policies (ACARA, 2022; NCCA, 2016). Although progress in students’ academic achievements in mathematics is evident worldwide, deficits remain (Mullis et al., 2011; Gilleece et al., 2020), signalling a need to investigate how mathematics education can ensure the development of students’ higher-level thinking skills.  

This research project investigates how to support teachers in asking higher-level thinking questions in mathematics lessons. Asking students questions requiring higher-level thinking skills can increase their success in mathematics (Davoudi & Sadeghi, 2015) and aid them in developing critical thinking skills that are essential beyond mathematics classrooms (Nappi, 2017). Research indicates that teachers mainly ask lower-level thinking questions which require students to recall or restate information (Boaler & Brodie, 2004; Desli & Galanopoulou, 2015). As a result, this project aims to develop an electronic toolset that guides primary teachers through effectively including dialogue and higher-level questioning in mathematics lessons, named the e-DAQ. In addition to this teacher resource, the e-DAQ aims to be a form of continued professional development (CPD) for teachers, educating them on the importance of these questions and encouraging teachers to reflect on how to increase the use of higher-level questions. Theories on teaching and learning, which guide this research, will be expanded upon by completing this project. The following questions guide the research:

1. Can we collaboratively develop an electronic toolkit for primary teachers on effectively incorporating questioning in mathematics lessons?
2. Will the e-DAQ positively impact teachers’ instruction, and to what degree? Furthermore, will it act as a form of CPD for teachers, expanding their knowledge of mathematics? If so, what makes it an effective form of CPD?
3. How can this research contribute to educational design research theories?

An emerging theoretical framework is being used to guide this research, influenced by pedagogical considerations, constructivism, and cognitively guided instruction. In addition, theories relating to mathematics education, particularly questioning in mathematics education, are essential to the project. As this research also aims to investigate the role the e-DAQ plays in assisting teachers in developing professionally, theories relating to CPD helped to form the evolving conceptual framework. Several themes emerged as critical to developing the proposed framework, including Autonomy, Community, Efficacy, Motivation, and Identity, and therefore was appropriately named the ACMIE Theoretical Framework. The ACMIE Theoretical Framework guided the development of the e-DAQ, its implementation, and future analysis. 

Although this research is being conducted in Ireland, the expected outcomes apply to countries worldwide. Countries are reexamining their mathematics curriculums and teacher education programs to meet the demands of the 21^st century that students will face. In addition, the themes generated to develop the ACMIE Theoretical Framework were synthesised from worldwide data on mathematics instruction, student achievement results, and professional development programs. As a result, the e-DAQ has the potential to aid teachers and students outside Ireland. In addition, the valuable perspectives gained on how teachers experience CPD and their values relating to professional learning will benefit international education systems.

This project derives from the position that real-world change should occur in educational research while contributing to educational theory (Barab & Squire, 2004). Educational research often receives critiques of being removed from the complexities of real classrooms (Plomp, 2010). This project aims to address this educational research dilemma. Therefore, bringing teachers into the research as collaborators is necessary. Teachers provide unique perspectives on teaching mathematics that is valuable and, arguably, required in educational research. The project aims to collect teachers' opinions on the electronic toolkit during and after each design cycle so that adjustments are made early and often. After considering various methodologies, educational design research was chosen as an appropriate methodology, specifically a design-based research (DBR) approach. DBR allows teachers to connect deeply to the research through close collaboration with the researcher during the project. In addition, it focuses on ensuring that the research aims to produce real-world change in classrooms while commenting on educational teaching and learning theories. DBR focuses on an iterative process for design. It, therefore, allows the e-DAQ to be evaluated numerous times throughout the project to make necessary adjustments frequently as teachers utilise the tool in their classrooms. This DBR project employs methods that promote collaboration between the researcher and teachers. Combining relevant teaching and learning theories with teachers’ experiences is crucial to producing results tied to real-world classrooms. Focus groups are being used to understand the obstacles teachers face when teaching mathematics, specifically concerning experiences in asking higher-level thinking questions of students. In addition, focus groups allow teachers to identify the strengths and weaknesses of the e-DAQ allowing for adjustments to be made prior to the next cycle. In addition, surveys allow teachers to provide anonymous feedback. As collaboration is at the heart of this project, the researcher and teachers meet weekly to implement lessons and reflect on the e-DAQ, helping to obtain insight frequently throughout the project and triangulate data. Another aim of this project is to understand whether the e-DAQ provides a form of continued professional development (CPD) for teachers. The overarching goal is to understand better the environment needed to support CPD for teachers. Therefore, the Stages of Concern Questionnaire (George et al., 2008) is being used, which aims to understand teachers’ concerns relating to using the e-DAQ in their lessons and how their behaviours, attitudes, and pedagogical knowledge may change as a result of using the e-DAQ.

As a result of this design-based research project, there are numerous expected outcomes. Firstly, there are immediate positive impacts anticipated. Due to teachers’ collaborating on developing the e-DAQ, their teaching practices and knowledge of questioning in mathematics will likely be influenced. After multiple iterations, the final e-DAQ version can be shared with other educators, professional development coordinators, and educational leaders to use in other schools with teachers. Therefore, the tool will likely affect additional teachers' pedagogical knowledge and teaching practices. As the project is founded on the literature on mathematics education and student achievement throughout the world, it is expected that the e-DAQ is a tool that can be used outside of Ireland, where the study takes place. It is believed that a contribution to learning and teaching theory and mathematics education literature will occur. Firstly, this research aims to understand what components of CPD hinder or help teachers’ professional learning and offer potential recommendations for reforming CPD. This project will also identify potential steps needed to help teachers ask more higher-level thinking questions in mathematics. As a result of these outcomes, it is contended that childrens’ mathematical abilities will be positively affected. Preliminary results from completing the first design cycle provide insight into what teachers value when using educational resources and participating in CPD. For example, analysis from the first focus group indicates that teachers value their time and believe resources should be easily comprehended and quickly implemented in lessons. In addition, teachers indicated that CPD should be connected directly to the students they teach. As a result, receiving individualised support in CPD and using new resources, such as the e-DAQ, significantly increases teachers’ success.

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