Beyond “Here’s the question, let’s solve it”: Teachers planning generative questions for mathematical problem solving

Wolgan, Wendy Critical thinking and problem solving are essential components for students to persevere in solving challenging real-world problems. With fewer students accessing upper level mathematics courses and careers, this reality is concerning. For years, mathematics pedagogy has focused on drill and memorization of algorithms in order to get one correct answer. This approach is limiting in expanding problem solving proficiency. Previous studies have shown there is a lack of teacher practice in facilitating mathematics discourse and knowing which questions to ask that guide students to comprehend information and ensure problem solving and critical thinking are at the heart of mathematical learning. This study explored teachers’ intentional planning for use of effective questioning strategies and discourse that support generative learning through a problem solving process. It purposefully examined fifth grade students’ problem solving behaviors and perseverance linked to teachers’ questioning patterns and planning. This phenomenological study collected data from problem solving lessons, observations, and interviews with students and teachers. This data was organized and analyzed overlaying research from Smith and Stein’s Five Practices for Orchestrating Productive Discussions, Polya’s Phases of Problem Solving, Boaler and Brodie’s Question Types, Hess’ DOK level Questions, and Common Core State Standards for Mathematics and Mathematical Practices, which functioned as a Co-Occurrence Generative Problem Solving Data Source framework. Findings represent the complexity of logical relations between problem solving discourse phenomena and asking a variety of Depth of Knowledge questions in order for students to build understanding and devise a problem solving plan. There was a strong correlation of intentional planning, using a variety of questioning patterns, coupled with teaching a progression of problem solving phases and using Standards for Mathematical Practice both as evidence of learning while planning and defining generative learning that supported students persevering in problem solving.

Grantor dc:publisher

Alverno College

Year dc:date

2023

Author dc:creator

• Wolgan, Wendy

• Mathematics--Study and teaching (Elementary)
• Problem solving
• Questioning
• Mathematics discourse
• Question types
• Generative learning
• Mathematical practices
• Depth of knowledge

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/885

OAI identifier oai:identifier

oai:alverno.omeka.net:885