Provoking student thinking/deepening conceptual

understanding in the mathematics classroom

Researchers support a problem-solving approach

in the mathematics classroom because it engages

students in inquiry, prompting them to build on and

improve their current knowledge as they “construct”

explanations that help them solve the task at hand. “In a

constructivist classroom,” Marian Small writes, “students

are recognized as the ones who are actively creating

their own knowledge” (2008, p. 3). The teacher’s

skilful questioning plays a vital role in this context,

helping students to identify thinking processes, to

see the connections between ideas and to build new

understanding as they work their way to a solution that

makes sense to them.

In order to know what questions to ask to move

the mathematical ideas forward, it is critical that

teachers continually work to develop their knowledge

of mathematics for teaching as they connect this

understanding to the curriculum. By listening

attentively to students’ ideas and keeping the learning

goal and the big mathematical ideas in mind, we are

able to identify and develop the important ideas in the

students’ discourse.

In addition to making decisions about what

questions to ask during student discussions, teachers

can plan effective questions to ask as they prepare

lessons. Knowing the development of big ideas across

the curriculum, reading material in teacher resources

and solving problems themselves are examples of

activities that may support teachers as they determine

which questions to ask during lessons.

VISIT ASCD.CA

FOR INFORMATION ON UPCOMING CONFERENCES

AND MORE!

In ThIS ISSueDr. Marion Small ConferencePaying attention to Mathematics Education K to 12 pg 2

16th Annual Northeast Affiliates ConferenceLearning and Leading: Transformation Matters pg 3

TrIllIumA Resource for the Ontario Association for Supervision and Curriculum Development

T h e

Ontario ASCD, a diverse community

that promotes excellence in education,

is dedicated to supporting the growth

and success of each learner.

Winter 2012/13

Asking Effective QuestionsFrom the Capacity Building Series www.edu.gov.on.ca/eng/literacynumeracy/inspire

INSteAD of tellINg StuDeNtS whAt to Do . . .

“Never say anything a kid can say! This one goal keeps me focused. Although I do not think that I have ever met

this goal completely in any one day or even in a given class period, it has forced me to develop and improve

my questioning skills. It also sends a message to students that their participation is essential. Every time I am

tempted to tell students something, I try to ask a question instead.”

(Reinhart, 2000, p. 480)

PAying ATTenTion To MATheMATics

enjoy free PArking, A conTinenTAl breAkfAsT, Morning And AfTernoon

heAlTh breAks, A hoT buffeT lunch, And A free coPy of MAriAn’s

greAT WAys To differenTiATe MATheMATics . . . With so much at stake for students who do not do well in mathematics, the Ontario Ministry of Education assembled

a Mathematics Teaching and Learning Working Group in September 2010 to identify what it would take to bring

greater depth and coherence to the K–12 mathematics program. Representing experts in mathematics pedagogy,

curriculum and research, and including members from the ministry, district school boards, federations, professional

associations and universities, the group adopted a highly collaborative approach in order to surface current,

research-based knowledge in mathematics teaching and learning, K–12. Following this research and consultation,

this group developed 7 foundational principles to serve as a guide for planning and implementing future

improvements in mathematics teaching and learning. Refine your own school's mathematics teaching and learning

by fully incorporating these newly-developed Ministry best practices.

School Name

Contact Name Email Address

Credit Card Number Expiry Date

Authorizing Signature

dr. MAriAn sMAllDean and Professor Emerita at the University of New Brunswick,

has been instrumental in coaching Ontario school boards to

implement differentiated mathematics instruction. Marian’s work

is expressly referenced in our own new Ministry Guideline:

regisTer TodAy!

by fax to 905 641 0399, or by e-mail to dave.bird@ascd.ca

number of spaces: Morning 9-12 elementary x $145 Afternoon 1-4 secondary x $145

/

PAying ATTenTion To MATheMATics educ ATion k To 12

sATurdAy, sePTeMber 29, 2012 burlingTon convenTion cenTre

2 The Trillium Winter 2012/13

Winter 2012/13 The Trillium  3

Ontario ASCD // the trillium

ANNOUNCING ThE 16Th ANNUAl NORThEAST ASCD AFFIlIATE CONFERENCE

Learning and Leading: TransformaTion maTTers

November 30 –December 1, 2012 with Pre-conference Workshops on november 29boston Park Plaza hotel, boston, Massachusetts

This year's Conference features internationally renowned presenters to help you explore when and how "Transformation Matters" in education practice while learning

new ways to be more effective in your schools, districts, and organizations.

rick WorMeli // cArol Ann ToMlinson // ToM dAccord // kiM MArshAll // beA McgArvey // jonAThAn cosTA // chris lehMAn // The righT QuesTion insTiTuTe

Register

Todayclick here for More deTAils

4 The Trillium Winter 2012/13

If you wish to comment or write an article or notice, based on one of the themes, for consideration in an upcoming Trillium, contact Dave Bird at: dave.bird@ascd.ca

view this and archived issues of The Trillium online at www.ascd.ca/ascd/on

NAME/POSITION SChOOl NAME

MAIlING ADDRESS CITY

PROVINCE POSTAl CODE

PhONE EMAIl

See WHAt You’re MiSSing // Join ontArio ASCD toDAY!Ontario ASCD Membership Fees: $40 per year

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