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Can Teacher Questions Be Too Open?

Amy Parks 

March 2009, Volume 15, Issue 7, Page 424

Abstract:
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 ques-tions more explicit in order to provide more support for students in mathematics classrooms.

Read how you can use this journal article as a Professional Development Experience.

Keywords:
Pre-K-2
Article
Grades 3-5
Communication
Discourse Analysis
Teacher