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This study examines quetioning strategies that maintain the level of cognitive demand of mathematical tasks used in the context of a mathematics course for prospective primary teachers. Comparison between two instructors' questioning strategies during whole group discussion with two groups of prospective primary teachers using the same cognitively challenging task was conducted. Results of specific questioning strategies and patterns that maintained the level of cognitive demand of the tasks that in turn provided opportunities for prospective primary teachers to develop their mathematical explanation and justification ability would be highlighted.

classroom discourse; questioning strategies; pre-service primary teacher, mathematical explanation; mathematical justification