Developing Mathematical Thinking with Effective Questioning

1. Developing Mathematical Thinking with Effective Questioning Presented by Jamal Hutchinson, Numeracy Coach

2. Purpose of Effective Questioning • Teach independent thinking • Assess the level of students' comprehension. • Develop student interest or motivation. • Develop thinking skills. • Establish relationships between concepts.

3. To help students build confidence and rely on their own understanding • Can you make a model to show that? Plot the points L(-4,2), M(-1,-1), N(2,2), Q(4,-1), and P(2,4). Then measure and classify the following angles as acute, right, obtuse, or straight. LMN, LMP, NMQ, LMQ

4. To help students learn to reason mathematically • What assumptions are you making? Plot the points L(-4,2), M(-1,-1), N(2,2), Q(4,-1), and P(2,4). Then measure and classify the following angles as acute, right, obtuse, or straight. LMN, LMP, NMQ, LMQ

5. To check student progress • Do you think this would work with other numbers? Plot the points L(-4,2), M(-1,-1), N(2,2), Q(4,-1), and P(2,4). Then measure and classify the following angles as acute, right, obtuse, or straight. LMN, LMP, NMQ, LMQ

6. To help students collectively make sense of mathematics • Do you understand what question is saying? Plot the points L(-4,2), M(-1,-1), N(2,2), Q(4,-1), and P(2,4). Then measure and classify the following angles as acute, right, obtuse, or straight. LMN, LMP, NMQ, LMQ

7. To encourage conjecturing • What are some possibilities here? Plot the points L(-4,2), M(-1,-1), N(2,2), Q(4,-1), and P(2,4). Then measure and classify the following angles as acute, right, obtuse, or straight. LMN, LMP, NMQ, LMQ

8. To promote problem solving • What do you need to find out? Plot the points L(-4,2), M(-1,-1), N(2,2), Q(4,-1), and P(2,4). Then measure and classify the following angles as acute, right, obtuse, or straight. LMN, LMP, NMQ, LMQ

9. To help when students get stuck • What facts do you have? Plot the points L(-4,2), M(-1,-1), N(2,2), Q(4,-1), and P(2,4). Then measure and classify the following angles as acute, right, obtuse, or straight. LMN, LMP, NMQ, LMQ

10. To make connections among ideas and applications • How did you get your answer? Plot the points L(-4,2), M(-1,-1), N(2,2), Q(4,-1), and P(2,4). Then measure and classify the following angles as acute, right, obtuse, or straight. LMN, LMP, NMQ, LMQ

11. To encourage reflection • How did you get your answer? Plot the points L(-4,2), M(-1,-1), N(2,2), Q(4,-1), and P(2,4). Then measure and classify the following angles as acute, right, obtuse, or straight. LMN, LMP, NMQ, LMQ

12. References • Effective Questioning http://www.slideshare.net/kellyhearnsmith/effective-questioning-1653595 retrieved 8/31/09 • Developing Mathematical Thinking Through Effective Questioning http://www.pbs.org/teacherline/resources/questionsheet_vma.pdf?cc=tlredir retrieved 8/31/09 • Effective Questioning Techniques http://edis.ifas.ufl.edu/WC084 retrieved 8/31/09