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.


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