Using questions to improve thinking in mathematics
Focus and context
Assessment for Learning
Our classroom assessment involves high quality interactions, based on thoughtful questions, careful listening and reflective responses.
Curriculum area(s): Secondary, mathematics
Curriculum for Excellence themes
Successful learners are able to:
- use literacy, communication and numeracy skills
- think creatively and independently
- learn independently and as part of a group
- make reasoned evaluations.
Confident individuals are able to:
- relate to others and manage themselves
- be self-aware.
Project summary
This ASG comprised two mathematics teachers from each of the six high schools in Midlothian. They wanted to review how they used classroom questioning in order to improve their pupils’ capacity for engaging in mathematical thinking.
After reading about the ideas associated with effective questioning, the members of the ASG began to explore their understanding of how questions could promote pupil thinking in their own classrooms.
In the course of this, they focused on:
- Key questions
- Gathering answers
- Chains of questions
- True and false answers
- Pupils making up questions.
Case study extract
This case study was presented using PowerPoint. It can be viewed as a PDF here.
PDF file: Midlothian Mathematics questioning ASG (454 KB)Points to consider
- The teachers involved in this ASG explored questioning as a way of improving thinking in the classroom by pupils. How has your engagement with classroom assessment led to improvements in your pupils’ learning?
- The teachers in this project recommend keeping a log, even just a few comments, as a reminder of what went well or what to improve. What could you do to help you reflect on your own practice?
Posted May 2008
Contact details
If you would like further information on this case study, please contact the local authority assessment co-ordinator. You can find contact details for each authority area on our local authority co-ordinators' contacts page.