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Developing Mathematical Thinking with Effective Questioning

Developing Mathematical Thinking with Effective Questioning. Presented by Jamal Hutchinson, Numeracy Coach. Purpose of Effective Questioning. Teach independent thinking Assess the level of students' comprehension. Develop student interest or motivation. Develop thinking skills.

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Developing Mathematical Thinking with Effective Questioning

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  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

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