In this article, we focus on questions posed by the teacher in classroom talk in mathematics. Questions have been shown to be of great importance in developing productive classroom conversations and the students’ mathematical thinking. We present a questioning model with four different areas in which specific types of questions can be posed, and relate these question types to other researchers’ question categories. Our focus is on the purpose of the question as well as on the kind of answer that is expected. We present how the model can contribute to the understanding of practice through four examples from classroom observations in primary school. Our attention is directed towards movements in the classroom talk, as the four areas of the model are dynamically connected. We discuss how the model can function as an analytical tool for developing and analysing classroom talk in mathematics.Keywords: classroom talk, mathematising, questions, questioning modelHvilke spørsmål bør stilles i klassesamtaler i matematikk?Presentasjon og diskusjon av en spørsmålsmodellSammendragI artikkelen fokuserer vi på spørsmål som stilles av læreren i klassesamtaler i matematikk. Spørsmål har vist seg å være av stor betydning når det gjelder å utvikle produktive klassesamtaler og å utvikle elevers matematiske tenkning. Vi presenterer en spørsmålsmodell med fire områder med ulike typer spørsmål, og vi knytter disse spørsmålstypene til andre forskeres spørsmålskategorier. Vårt fokus er på hensikten med spørsmålet så vel som på svaret som blir forventet. Vi presenterer hvordan modellen kan bidra til forståelse av praksis gjennom fire eksempler fra klasseromsobservasjoner på barnetrinnet. Vår interesse retter seg mot bevegelser i klassesamtalen, og å se hvordan de fire områdene er dynamisk knyttet sammen. Vi diskuterer hvordan modellen kan være et analytisk hjelpemiddel for å utvikle og analysere klassesamtaler i matematikk.Nøkkelord: klassesamtale, matematisering, spørsmål, spørsmålsmodell

The aim of this study is to explore how aspects of dialogic teaching are concretized in classrooms to fill the gap between educational rhetoric and classroom practices. A central competency needed in our time is the ability to participate in democratic dialogue. Education for democratic citizenship can be connected to the notion of “becoming human,” which is a central idea in the Bildung dimension of education. The national educational regulations in Norway state that the teacher’s mandate is not limited to conveying knowledge and skills but also includes fostering the students’ critical reflection, inquisitiveness, and participation. The research questions that guided the study are: What theoretical concepts can be helpful in understanding and analyzing dialogic classroom practices? How can participation be promoted through dialogic classroom practice? How do the dimensions of ontological and epistemological dialogue appear in educational settings, and how do they interact with each other? Methodologically, the article presents, analyzes, and discusses two cases from different educational settings: pre-service teacher education music courses and upper-primary-level mathematics education. The findings show that the chosen theoretical concepts of mathematizing, musicking, and Bildung, as well as ontological and epistemological dialogue, are helpful in making sense of dialogic classroom practices.