Framing-Questions-for-Secondary-Mathematics-Teachers (1).pptx

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1. Framing Questions for Secondary Mathematics Teachers Enhancing Classroom Engagement and Learning

2. Why Framing Questions Matters in Mathematics Teaching Shapes Thinking Effective questioning transforms student participation and mathematical reasoning Deeper Learning Moves beyond recall to rich mathematical discussion and exploration Assessment Tool Supports formative assessment and guides instructional decisions

3. What Does "Framing a Question" Mean? Traditional Questioning • Single correct answer • Closed-ended • Limited discussion VS Framed Questioning • Multiple valid responses • Opens up thinking • Rich classroom discourse Creates space for exploration and authentic student voice

4. Five Ways to Frame Questions Based on Shirley Clarke's Framework 01 One Question, Many Answers "When do we use kilograms in real life?" 02 Questions into Statements "Ben says perpendicular lines run side by side. Why is he wrong?" 03 Open-Ended Prompts Invite explanation and justification 04 Evaluate and Rank Encourage students to assess ideas with evidence 05 Extension Questions Deepen understanding and connections

5. Examples of Framing Questions in Secondary Maths Engagement "What might be the first step to solve this problem? Why?" Understanding "How did you arrive at this answer? Can you explain your reasoning?" Extension "If this works for a 2×2 cube, what about a 3×3 cube? What changes?" Challenge Misconceptions "Ben thinks these lines are perpendicular because... What do you think?"

6. Aligning Questioning with Teaching Goals Engagement Support "Can you restate the problem in your own words?" Understanding "Where did this number come from?" Extension "How is your method similar or different from others?" Mathematical Practices Guide towards reasoning, conjecturing, and justifying

7. Research Insights on Questioning in Secondary Maths "Teachers often start with low-level questions but grow flexible over time" — Dahal et al., 2019 Higher-order questions promote mathematical discussion Questioning as shared meaning-making tool Balance scaffolding with student autonomy Sociocultural perspective supports learning Research foundation: Vygotsky, 1978

8. Practical Strategies for Teachers Plan with Purpose Prepare questions aligned to lesson goals Use Wait Time Allow students to think and respond Encourage Multiple Answers Foster peer discussion and collaboration Reframe Mistakes Transform incorrect answers into learning opportunities Reflect Regularly Review questioning patterns and student responses

9. Before and After: Visualising Impact Before Framing Teacher asks: "What is 7 × 8?" Single correct answer Limited discussion Passive participation After Framing Teacher asks: "How can you find the product of 7 and 8 in different ways?" Multiple strategies Student explanations Rich engagement

10. Empowering Teachers to Transform Learning Foster Curiosity Frame questions that spark mathematical wonder Build Community Transform classrooms into thinking communities Start Small Reflect often and watch students' mathematical voices grow Open Doors Frame questions that unlock deeper learning every day Let's commit to transformational questioning!