Type:

Other

Description:

This article states that research shows 93% of teacher questions are focusing on recall of facts and that type of questioning does not stimulate the mathematical thinking of students who are engaged in open ended investigations. To improve the quality of teacher questioning techniques, the author suggests dividing questions into four main categories: starter questions, questions to stimulate mathematical thinking, assessment questions and final discussion questions and then to follow with a rigorous question. A link to an addendum to the article provides a table of generic questions that can be used by teachers to guide children through a mathematical investigation, and at the same time prompt higher order thinking, as espoused by Bloom and others.

Subjects:

  • Education > General
  • Mathematics > General

Education Levels:

  • Grade 1
  • Grade 2
  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6
  • Grade 7
  • Grade 8
  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12

Keywords:

Grade 2,Visualization,oai:nsdl.org:2200/20140728161257873T,NSDL,Grade 4,Teaching strategies,Critical thinking,Early Elementary,Kindergarten,Grade 1,Reason quantitatively,Mathematics,Analyze and persevere,Concept formation,Process skills,Upper Elementary,Grade 5,120~CCSS Practice Standard 2~This collection aims to shed light on Practice Standard 2,Vocational/Professional Development Education,Problem solving,NSDL_SetSpec_ncs-NSDL-COLLECTION-000-003-112-027,Reason abstractly,Practice Standards,Elementary School,Strategies,Communication,Connections,Grade 3,Critique reasoning,Education,Construct arguments,Reasoning,Representation

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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