The advances in handheld graphing technology allow students to interact with mathematics in a more meaningful way. Some examples include: viewing multiple representations of functions on the same screen, moving objects and observing changes, and making conjectures based upon dynamic models. With the ability of students to explore mathematical concepts in a more dynamic manner, classroom interactions must allow for students to share their thinking regarding their explorations. Therefore, the ability to foster conversation becomes an important teaching skill and questioning is a primary means for promoting mathematical conversation. However, teacher questions typically seek for answers instead for student thinking. This implies that teachers must change their questioning to draw out student ideas, ask for justifications, and provide convincing arguments. This paper will share sample algebra and geometry activities where students explore mathematical concepts and discuss several questioning ideas that teachers can use to promote conversation.
|Keywords:||Graphing Technology, Questioning, Classroom Discussion|
Assistant Professor, Mathematics Department, West Chester University, West Chester, PA, USA