ERIC Number: EJ831692
Record Type: Journal
Publication Date: 2009-Mar
Abstractor: As Provided
Reference Count: 5
Can Teacher Questions Be "Too" Open?
Parks, Amy Noelle
Teaching Children Mathematics, v15 n7 p424-428 Mar 2009
Many educators recommend using open-ended questions to encourage students to share their thinking. However, inexplicit open-ended questions can make it difficult for students to determine the teacher's intentions and to participate confidently in mathematical conversations. This article describes strategies teachers can use to make the language of open-ended questions more explicit in order to provide more support for students in mathematics classrooms.
Descriptors: Mathematics Instruction, Teaching Methods, Questioning Techniques, Classroom Communication, Elementary School Mathematics, Elementary School Teachers, Elementary School Students
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: firstname.lastname@example.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A