This paper focuses on the forms of interaction that occur in a mathematics class. It explores ways to assist students in adopting the practice of questioning and improving their ability to participate in the mathematics lesson. In particular, the study examines how the practice of student questioning can affect communication. By describing the shaping process of an inquiry-based learning class, it proposes an exploratory method to introduce students to the mathematical practice of questioning. The main outcome of the study is that the dynamic presence of student inquiry can significantly transform traditional mathematical communication in the classroom into alternative forms.
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