The usual form of communication is based on the conversation of at least two participants, which means that one always asks and the other responds, explains, comments... Based on the questions, the topic and purpose of the conversation are formed. Similar is the case with school lessons, with the essential difference being that the conversation is intentionally planned. Natural conversation in class is the closest thing to a conversation in life. Both students and teachers can asks questions.
In the theoretical part, I defined the role of questions in the past, the role of the teacher in the learning process, presented different types of questions and focused mainly on the student's questions. In my opinion, the representations of student questions in lessons is still too low in proportion to the teacher's questions to students. An important goal of the modern school is to encourage and empower students in a way that they want to ask questions and work with others to find the answers to the questions asked.
In the empirical part, I focused on the teacher's encouragment in the students's questions and the answers to the students's questions. I also focused on the taxonomic level of student questions during class and paid attention to the amount of questions asked in each mathematics lessons. There were 70 students in 9th grades. I was attentive about scheduling questions throughout the lesson. I was also interested in the importance students attach to asking questions and to what purpose they ask them.