Can Teacher Questions Be Too Open?
March 2009, Volume 15, Issue 7, Page 424
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.
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