Developing Mathematical Thinking with Effective Questioning  Presented by Jamal Hutchinson, Numeracy Coach
Purpose of Effective Questioning <ul><li>Teach independent thinking </li></ul><ul><li>Assess the level of students' compre...
To help students build confidence and rely on their own understanding <ul><ul><ul><li>Can you make a model to show that? <...
To help students learn to reason mathematically <ul><li>What assumptions are you making? </li></ul><ul><li>Plot the points...
To check student progress <ul><li>Do you think this would work with other numbers? </li></ul><ul><li>Plot the points L(-4,...
To help students collectively make sense of mathematics <ul><li>Do you understand what question is saying? </li></ul><ul><...
To encourage conjecturing <ul><li>What are some possibilities here? </li></ul><ul><li>Plot the points L(-4,2), M(-1,-1), N...
To promote problem solving <ul><li>What do you need to find out? </li></ul><ul><li>Plot the points L(-4,2), M(-1,-1), N(2,...
To help when students get stuck <ul><li>What facts do you have? </li></ul><ul><li>Plot the points L(-4,2), M(-1,-1), N(2,2...
To make connections among ideas and applications <ul><li>How did you get your answer? </li></ul><ul><li>Plot the points L(...
To encourage reflection <ul><li>How did you get your answer? </li></ul><ul><li>Plot the points L(-4,2), M(-1,-1), N(2,2), ...
References <ul><li>Effective Questioning  http://www.slideshare.net/kellyhearnsmith/effective-questioning-1653595   retrie...
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Developing mathematical thinking presentation

  1. 1. Developing Mathematical Thinking with Effective Questioning Presented by Jamal Hutchinson, Numeracy Coach
  2. 2. Purpose of Effective Questioning <ul><li>Teach independent thinking </li></ul><ul><li>Assess the level of students' comprehension. </li></ul><ul><li>Develop student interest or motivation. </li></ul><ul><li>Develop thinking skills. </li></ul><ul><li>Establish relationships between concepts. </li></ul>
  3. 3. To help students build confidence and rely on their own understanding <ul><ul><ul><li>Can you make a model to show that? </li></ul></ul></ul><ul><li>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 </li></ul>
  4. 4. To help students learn to reason mathematically <ul><li>What assumptions are you making? </li></ul><ul><li>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 </li></ul>
  5. 5. To check student progress <ul><li>Do you think this would work with other numbers? </li></ul><ul><li>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 </li></ul>
  6. 6. To help students collectively make sense of mathematics <ul><li>Do you understand what question is saying? </li></ul><ul><li>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 </li></ul>
  7. 7. To encourage conjecturing <ul><li>What are some possibilities here? </li></ul><ul><li>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 </li></ul>
  8. 8. To promote problem solving <ul><li>What do you need to find out? </li></ul><ul><li>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 </li></ul>
  9. 9. To help when students get stuck <ul><li>What facts do you have? </li></ul><ul><li>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 </li></ul>
  10. 10. To make connections among ideas and applications <ul><li>How did you get your answer? </li></ul><ul><li>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 </li></ul>
  11. 11. To encourage reflection <ul><li>How did you get your answer? </li></ul><ul><li>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 </li></ul>
  12. 12. References <ul><li>Effective Questioning http://www.slideshare.net/kellyhearnsmith/effective-questioning-1653595 retrieved 8/31/09 </li></ul><ul><li>Developing Mathematical Thinking Through Effective Questioning http://www.pbs.org/teacherline/resources/questionsheet_vma.pdf?cc = tlredir retrieved 8/31/09 </li></ul><ul><li>Effective Questioning Techniques http://edis.ifas.ufl.edu/WC084 retrieved 8/31/09 </li></ul>

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