Building Understanding of Algebraic Representation Table 1: Teacher Questions Question Type Description Examples 1. Gathering Wants direct answer, usually What is the value of x information, checking wrong or right in this equation? for a method, leading Rehearses known facts or How would you plot that students through procedures point? a method Enables students to state facts or procedures 2. Inserting terminology Once ideas are under discussion, enables correct mathematical language to be used to talk about them 3. Exploring mathematical Points to underlying mathematical meanings and relationships and meanings. relationships Makes links between mathematical ideas 4, Probing; getting Clarifies student thinking students to explain. Enables students to elaborate their thinking their thinking for their own benefit and for the class 5. Generating discussion Enables other members of class to contribute and comment on ideas under discussion 6. Linking and applying * Points to relationships among mathematical ideas and mathematics and other areas of study or life 7. Extending thinking Extends the situation under discussion, where similar ideas may be used 8. Orienting and Helps students focus on key focusing elements or aspects of the situation in order to enable problem solving 9, Establishing context Talks about issues outside of math in order to enable links to be made with mathematics at later point ‘What is this called in mathematics? How would we write this correctly mathematically? Where is this x on the diagram? What does probability mean? How did you get ten? Can you explain your idea? Is there another opinion about this? What did you say, Justin? In what other situations could you apply this? Where else have we used this? Would this work with other numbers? ‘What is the problem asking you? What is important about this? What is the lottery? How old do you have to be to play the lottery?