Submission Type
Event
Expected Graduation Date
2010
Location
Ames Library, Illinois Wesleyan University
Start Date
4-10-2010 9:00 AM
End Date
4-10-2010 10:00 AM
Disciplines
Education
Abstract
Teachers pose a variety of questions to their students every day. As teachers, we recognize that some questions promote deeper mathematical thinking than others (Herbal-Eisenmann & Breyfogle, 2005). My goal for this self-study was to develop my own questioning skills to promote deeper mathematical thinking as well as elicit classroom discussion with qualitative student responses. I conducted the research in a high school geometry class of thirty students. I found that discussion for qualitative responses is not typical in a mathematics classroom, and it is difficult to initiate, facilitate, and establish a classroom norm where students engage in qualitative discussion about mathematics. However, I did learn effective questioning techniques in order to engage them in active learning. These techniques are beneficial for all mathematics teachers to promote discussion and active learning.
Included in
Effective Questioning Techniques in the Mathematics Classroom
Ames Library, Illinois Wesleyan University
Teachers pose a variety of questions to their students every day. As teachers, we recognize that some questions promote deeper mathematical thinking than others (Herbal-Eisenmann & Breyfogle, 2005). My goal for this self-study was to develop my own questioning skills to promote deeper mathematical thinking as well as elicit classroom discussion with qualitative student responses. I conducted the research in a high school geometry class of thirty students. I found that discussion for qualitative responses is not typical in a mathematics classroom, and it is difficult to initiate, facilitate, and establish a classroom norm where students engage in qualitative discussion about mathematics. However, I did learn effective questioning techniques in order to engage them in active learning. These techniques are beneficial for all mathematics teachers to promote discussion and active learning.