Posing purposeful questions is one of the most effective teaching practices (NCTM in Principles to actions: Ensuring mathematics success for all. National Council of Teachers of Mathematics, 2014). Although the types and functions of teacher questioning have been abundantly studied, research on the role of teacher questioning in students’ contextualization process as they solve word problems is rather scarce. This study was conducted to investigate the function of six elementary preservice teachers’ questioning, its impact on students’ contextualization, as well as the successes and difficulties of enacting questioning. The collected data were analyzed using thematic analysis. The findings indicated that the implementation of task clarification (TC) moves effectively enhanced contextualization only when students possessed a relatively strong sense of agency while solving word problems. Furthermore, when students’ attentional focus was not appropriately redirected by the functional moves, including procedural understanding (PU), making connections (MC), the rationale behind a strategy (RA), and an alternative strategy (AS), their understanding of the contextual features and construction of mathematical relationships in word problem solving could not be refined. Implications for field experience design and future research on the quality of teacher questioning in mathematics teacher education programs are discussed.

提出有目的的问题是最有效的教学实践之一（《NCTM 原则到行动：确保所有人的数学成功》。全国数学教师委员会，2014 年）。尽管教师提问的类型和功能已经被大量研究，但关于教师提问在学生解决应用题的情境化过程中的作用的研究却相当缺乏。本研究旨在调查六名小学职前教师提问的功能、其对学生情境化的影响以及提问的成功与困难。使用主题分析对收集的数据进行分析。研究结果表明，只有当学生在解决应用题时具有相对较强的能动感时，任务澄清（TC）的实施才能有效增强情境化。此外，当学生的注意力焦点没有被功能性动作（包括程序性理解（PU）、建立联系（MC）、策略背后的基本原理（RA）和替代策略（AS））适当地重新定向时，他们对无法细化应用题解决中的上下文特征和数学关系的构建。讨论了数学教师教育项目中教师提问质量的现场经验设计和未来研究的意义。