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Asking Effective Questions Provoking student thinking/deepening concept understanding in the mathematics classroom.

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_AskingEffectiveQuestions.pdf

 

1.    Read the scenario below and answer the related questions.

Scenario 1

Kai (8 ½ years) is busy using a large sheet of paper to draw a map of his route from home to school. Kai has included major landmarks such as the local school, post office, newsagent and fast food outlets.

a)    Suggest a question that you could ask Kai to encourage him to make comparisons of distance between various points.

Scenario 2

Max (12 years) is an extremely active student who enjoys a wide range of sports. He likes to test his skills by setting himself challenges. He has told the Education Support Worker that he is trying different routes to school to see which is the quickest. He is going to time how long each route takes if he walks and how long each route takes if he rides his bike.

b)    Suggest a question you could ask Max to encourage him to think about how he will record and compare the data he collects.

Scenario 3

Maha (12 years) is a committed environmentalist. She is involved with a local Landcare group and helps out in the community garden. Maha tells the Education Support Worker that the community group is holding a vegetable stall as a fundraiser for the group. The money will be used for a new garden shed.

c)     Suggest how this task could be turned into a maths project for Maha.

Scenario 4

Year 2 students are working in small groups on number problems. The students have been asked to measure the length of various items using a standard 30cm ruler. Connie, one of the students, notices that the ruler is actually longer than 30cm because of the margin at each end of the ruler. “We can’t just add ruler lengths because the ruler is more than 30cm long, so our answer will be wrong.”

d)    Suggest what question you could ask Connie (and the group) to help them think of a way to address this problem.

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