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In what ways will my ability ask questions that focus students on high demand tasks encourage and

engage all learners throughout the mathematics lesson?


As a teacher, it is of great interest to me that my students understand the idea of a particular lesson being
taught to them. Mathematics, unlike other theoretical lessons, is a lecture whose concept has to be grasped
effectually, otherwise communication will not be achieved, and the lesson objectives will not have been
communicated to the students thoroughly. In order to ensure that mathematical concepts are understood, critical
measures have to be undertaken, and I have embraced on using essential questions. I have used essential
questions to promote mathematical discourse in my classroom on a daily basis.
The art of using questions to encourage students to think critically demands skillful work on my part as a
teacher. My ability to ask questions that focuses students on high demand tasks so as to encourage and engage
all learners required careful preparation. Throughout the particular mathematics lesson I would carefully plan
my lessons to include higher level of questioning using Bloom Taxonomy Levels of Questions as my guide.
Using high level questions and open-ended questions would ensure that all my students are engaged in the
learning process. As it is, my ability of asking high demand questions would create an interest in the minds of
the students to want to learn mathematics.
In my classroom, mathematical discourse takes place before, during, and after each lesson. Before the lesson I
asked questions that prompt my students to think about the days lesson. For example, I asked, How do you
use proportion to solve real life situation? During the lesson I asked, What makes two quantities
proportional? or How do you solve proportion? I asked simple questions such as, Would someone like to
add on? are ways I have used essential questions in my class to prompt for further participation. I feel this
method helps to promote more discussion when not many students are talking, especially when they are not
trained from their previous grade level to explain their thinking. It definitely has helped my students to tune in
to what their peers are saying so that they are able to expand on the idea. Moreover, even more, in that; using
the art of questions, my students are more able to think broadly in the field of mathematics. This in turn
promotes meaningful discussion and creates interest during and throughout the lesson as well as encourages and
engages all learners throughout the mathematics lesson.

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