(1999) values that “Good questioning techniques” are a “fundamental tool of effective teachers. I witnessed this in a probability lesson where I observed the teacher encouraging leaners to discover different ways of describing the number of red balls contained in a bag that was mixed with other coloured balls, through a series of questioning to find their own reasoning. This allowed learners to recollect their knowledge of conversion between percentages (50%), decimal (0.5) and fractions ( 1/2 ). Students participated enthusiastically but what struck me is the teacher’s capability given the choice of language to encourage learners to describe by choice of words rather than seeking numbers . Additionally, the teacher ensured the learning of students were present by having classroom management strategies in place where teacher always reminded the class/individuals of the school’s behaviour policy and effectively in control of their behaviour to ensure minimal disruption to the class, simultaneously using a number of praises to uphold the interest, which I admire in my own review of what sort of teacher I want to come when it comes to teaching.

Although Foster (1999) identified that 93% of teacher questions are “lower order” knowledge-based questions focusing on recall of facts (Daines, 1986).” One teacher could argue that it is in their best intention to provide quality education for learners. I found reading Van Oers’ (2014) on ‘scaffolding in mathematical education’ is closely linked to the works of Bloom (1994) – see figure 4. Where scaffolding represents an intentional relationship between the teacher and the student, where the teacher aims to provide support to the learner in such a way the learn can use their existing expertise but is supposed with elements not yet mastered independently. Which in the above observation the teacher has done to stimulate the mathematical thinking of learners to stimulate their learnin g.