Clackmannanshire Council: Questioning in Mathematics
This Clackmannanshire initiative aimed to implement and evaluate the impact of closed questions in numeracy. It was based on Dylan Wiliam's research, 'Engineering effective classroom discussions that elicit evidence of learning' within the Improving Primary Mathematics (IPM) Maths programme.
Objectives
The project aimed to achieve the following:
- plan questions to promote thinking using formative assessment strategies
- raise pupil involvement
- provide diagnostic feedback to move learners forward
- develop expectation, continuity and progression in numeracy
- provide appropriate pace and challenge
- assess the effects on teaching practice.
Method
The approach involved two Primary 4 classes, one Primary 5 class and a Primary 6 class. These were made up of pupils of mixed ability and gender.
At the beginning, all pupils were given a questionnaire. This highlighted their attitude towards maths and identified strategies to help them to learn. It also alerted the teacher to areas of maths that the children find difficult.
The class teachers worked collaboratively to generate a bank of high cognitive, closed questions which were based within real-life contexts. These questions related to the IPM lessons and would be used as a tool to assess the pupils' learning.
Teachers would ask one or two of these questions during each lesson, using their professional judgement to determine the most appropriate time to ask them. All questions were delivered to the pupils orally and visually. To answer, pupils used a mixture of 'Yes/No' cards and 'A/B/C/D' cards. The teacher would then give the children the correct answer and allow them the opportunity to explain the reasons why the answer was correct.
Pupils who showed a secure knowledge through these questions were given an 'Exit' card. These pupils then took part in extension work, problem solving and games. Pupils who were not able to answer the questions were given additional time and teacher support.
Findings
The project has shown the importance of using a variety of question-and-answer techniques during numeracy lessons. Pupil self-esteem, confidence and involvement have increased. Additionally, the approach ensured appropriate pace and challenge for the pupils, whilst identifying those who needed extra support. For the teachers, the project reinforced the need for effective questioning on their part and provided them with valuable feedback.
Future developments
To move forward with this research the following steps could be taken;
- Continue developing a bank of questions, suitable for IPM lessons.
- Build in time for pupils to 'think, pair, share' during questioning time.
- Encourage pupils to make up their own questions for the lessons.
- Build up additional resources to extend the more able and support those with additional needs.
The following Word file outlines the Clackmannanshire numeracy project in greater detail, including an explanation of the Improving Primary Mathematics (IPM) programme and formative assessment:
Word file: Questioning in Mathematics report (105 KB)