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Abstract
This study investigates the impact of a pedagogical intervention aimed at enhancing teacher questioning strategies in a Grade 9 mathematics classroom. Grounded in Vygotsky’s Sociocultural Theory, the research focuses on how changes in instructional practices influence learner engagement through the lens of the Zone of Proximal Development (ZPD), scaffolding, mediation, and social interaction. The primary goal was to examine how teacher questioning evolved from authoritative to more learner-centered forms of interaction that promote mathematical reasoning and collaboration. A qualitative case study design was adopted, involving pre-and post-intervention classroom observations and transcript analysis of a Grade 9 teacher. The intervention consisted of a professional development workshop centered on dialogic teaching, with a specific focus on questioning strategies aligned with sociocultural principles. Thematic analysis was used to identify shifts in pedagogical practice based on Vygotsky’s key constructs. Findings revealed a clear transformation in the teacher’s approach—from direct instruction and limited learner participation to more interactive, reflective, and scaffolded questioning. Learners were increasingly engaged in peer dialogue, supported within their ZPD, and encouraged to articulate and justify their thinking. It is recommended that teacher development programs prioritize training in dialogic pedagogy and provide opportunities for collaborative lesson planning and reflective practice. Embedding sociocultural principles into both pre-service and in-service training can foster more effective, inclusive teaching strategies. This study highlights the potential of sociocultural-based interventions to promote deeper learner engagement and autonomy in mathematics classrooms. It reinforces the value of shifting towards learner-centered approaches that support collaborative sense-making and conceptual understanding.
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Article Type: Research Article
INT ELECT J MATH ED, Volume 21, Issue 2, May 2026, Article No: em0879
https://doi.org/10.29333/iejme/18264
Publication date: 01 Apr 2026
Online publication date: 29 Mar 2026
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