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Naeem Nisar

ALM 25th London Boundaries and bridges: adults learning mathematics in a fractured world H ow effective questioning and discussion can help to remove misconceptions in the adult mathematics classroom. Naeem Nisar. Effective questioning. Questioning cycle

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Naeem Nisar

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  1. ALM 25th London Boundaries and bridges: adults learning mathematics in a fractured world How effective questioning and discussion can help to remove misconceptions in the adult mathematics classroom Naeem Nisar Naeem Nisar

  2. Effective questioning • Questioning cycle • Initial assessment : what questions do we need to ask a potential learner to find out his/her motivation? e.g. intrinsic motivation, extrinsic motivation and instrumental motivation • Teaching and Learning: • checking understanding: how do we make sure a potential learner has understood? • use of non-verbal communication, in combination with speaking and listening: use of facial expression, eye contact, positioning and movements etc. • Formative & summative assessment i.e. to assess learning Naeem Nisar

  3. Effective questioning at IAG stage • Targeted questions to learners: • Learners’ back ground • Learning history i.e. method of learning maths ( standards/ non standard) • Numeracy/maths level • ESOL / literacy level Naeem Nisar

  4. Develop effective questioning • Established norm of numeracy tutors is to ask questions to test the ability of learners to recall facts and procedures e.g. closed questions • Questions to promote open higher level reflective thinking, such as ability to apply , synthesise or explain e.g. open questions invite a range of responses • Ample time for the learners to think before offering help or moving on to ask a second learner e.g. 3-5 second rule depending upon a learner’s ability • Effective prompts Naeem Nisar

  5. Effective questioning • Multiple wh-questions • What do we need… .? • Why do people use ….? • When do we use… ? • What does it mean? • How accurately….? • What is the difference between….? • Have you used in your country…? • Do you use …in your daily life …? Naeem Nisar

  6. Effective questioning Naeem Nisar

  7. by Naeem

  8. Expose and discuss common misconceptions • Expose common mistakes and misconceptions e.g encourage learners to share information on the whiteboard; using mini white board etc. • Challenge and discuss i.e. expose learners’ existing way of thinking followed by group discussion • encourages learners to read problem solving tasks and discuss in pairs/groups before going on to find solutions • Conflict resolved through reflective discussion set a framework or environment for cross-cultural discussion about the topics to help classroom learners identify errors and to remove misconceptions, focusing on methods, rather than ‘answers’ • the facilitator (not traditional teacher) to make sure to find out the solution and it will lead to more permanent learning Naeem Nisar

  9. Emphasise methods rather than answers • obtaining a correct answer rather than learning a powerful method e.g. completing exercise/ homework, not focusing on an idea • differentiated tasks e.g. limit number of questions • pair/group work discussing various methods on doing a question • critical thinking after solving a question e.g. if…; making questions ; using same approach/method with numbers; same structure with different words • develop culture of paperless learning: fewer worksheets; more discussion, games, collaborative tasks etc. Naeem Nisar

  10. Conducive learning environment for discussion • Seating arrangement i.e. café style so learners can move around • Stimulus i.e. new kind of questions from everyone • Use poster to stimulate thinking i.e. displays and encourage learners working together to create posters that connect ideas together • Dos for learners: • talk one at a time • share ideas and listen to each other • make sure people listen to you • follow on • challenge • respect each other’s opinions • share responsibility • enjoy mistakes and try to agree in the end Naeem Nisar

  11. Displays Naeem Nisar

  12. Choosing a poster by learners Naeem Nisar

  13. Evaluating mathematical statements: Naeem Nisar

  14. From ‘transmission’ to challenging to ‘challenging’ teaching • A ‘Transmission’ view: short term • ‘Connected’; ‘challenging’ view: longer-term learning • mathematics is an interconnected body of ideas and reasoning processes, and learning is a collective activity in which learners are challenged and arrive at understanding through discussion. • Key role of effective questioning and discussion, which cater well for spiky profile— a ‘pragmatic eclecticism’ to enhance learning Naeem Nisar

  15. References: • Swan M (2005), Improving Learning in Mathematics: Challenge and strategies, Success for All, Department for Education and Skills: London. • Hudson. C (2006) Maths4Life: Pathfinder report. NRDC: London. http://www.nrdc.org.uk/?p=288 • R McLeod, B Newmarch ( 2006) Maths4Life: Fractions. NRDC: London • D Bouch, C Ness (2007) Maths4Life: Measurement. NRDC: London Naeem Nisar

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