The Influence of Teacher Questioning Strategies and Wait Time on Student Mathematical Reasoning and Problem-Solving Achievement: A Narrative Literature Review

Abstract

This narrative literature review examines the influence of teacher questioning strategies and wait time on students’ mathematical reasoning and problem-solving achievement, with particular emphasis on junior high school learners and the Philippine educational context. Anchored in constructivist, sociocultural, and dialogic theories of learning, the review synthesizes high-impact international research and locally relevant studies to argue that questioning and wait time function as core pedagogical practices rather than supplementary instructional techniques. Findings across peer-reviewed studies indicate that high-cognitive demand questioning—characterized by prompts for explanation, justification, and connection-making—significantly enhances conceptual understanding, mathematical reasoning, and non-routine problem-solving performance, especially when supported by adequate wait time. However, structural constraints such as large class sizes, curriculum pacing pressures, and examination-oriented instruction continue to challenge effective implementation in Philippine classrooms. The review concludes by offering implications for classroom practice, teacher education, and policy reform aligned with outcomes-based and learner-centered education, positioning teacher questioning and wait time as essential levers for improving mathematics instruction and student achievement.