Question of the Week

What is an Open Question and how is it used as a scaffold for mathematical instruction?

Open Question: A single question or task that is inclusive not only in allowing for different students to approach it by using different processes or strategies,but also in allowing for students at different stages of mathematical development to benefit and grow form attention to the task. A single question or task that is inclusive not only in allowing for different students to approach it by using different processes or strategies,but also in allowing for students at different stages of mathematical development to benefit and grow form attention to the task.

Examples: Question 1 To which fact family does the fact 3x4 = 12 belong? Question 1 To which fact family does the fact 3x4 = 12 belong? Question 2 Describe the picture below by using a mathematical equation. Question 2 Describe the picture below by using a mathematical equation. X X X X X X X X

Strategies for Creating Open Questions Turning around a question. Turning around a question. Asking for similarities and differences. Asking for similarities and differences. Replacing a number with a blank. Replacing a number with a blank. Asking for a number sentence. Asking for a number sentence. Changing the question. Changing the question.

What to avoid in an Open Question An open question should be mathematically meaningful. An open question should be mathematically meaningful. Open questions need just the right amount of ambiguity. Open questions need just the right amount of ambiguity. An open question that is too specific may target a narrow level of understanding and not allow students who are not at that level to engage with the questions and experience success. An open question that is too specific may target a narrow level of understanding and not allow students who are not at that level to engage with the questions and experience success.

Follow up Discussion Follow up discussions play a significant role in cementing learning and building confidence in students. Follow up discussions play a significant role in cementing learning and building confidence in students. Make sure that those students who are more likely to have standard answers are called on first. Make sure that those students who are more likely to have standard answers are called on first. Convey messages that a varity of answers are appreciated. Convey messages that a varity of answers are appreciated. Try to build connections between answers that students provide. Try to build connections between answers that students provide.

Adapted from: Good Questions Great Ways to Differentiate Mathematics Instruction Marian Small