Explain this
Primary Questions and Prompts for Mathematical Thinking
How the publisher describes it:
“ATM’s best-selling discussion book Questions and Prompts for Mathematical Thinking has been re-written for teachers working with KS1 and KS2 classes. The original grid for analysing and identifying questions, which was devised by Anne Watson and John Mason has not been changed. What has changed are the contexts and examples used to exemplify the questions. A group of primary teachers and primary strategy consultants worked with Anne and John to produce the new examples.”
Review by Ann Morgan
In brief:
This book is a well considered development and reflection upon the work of Polish mathematics educator Zygfryd Dyrslag. It puts together a workable framework for teachers focussing on questioning and using prompts to further learning for primary aged children.
“I suggest you invest in the book and enjoy dipping in and out...”
This book is a well considered development and reflection upon the work of Polish mathematics educator Zygfryd Dyrslag. It puts together a workable framework for teachers focussing on questioning and using prompts to further learning for primary aged children.
It is not necessarily a quick read, even though it appears to be a reasonably short book. It would appeal to those wishing to reflect upon the importance and potential of effective questioning and prompts within a classroom context. Most definitely you will want to try some of the prompts and questions illustrated with children. They are clearly displayed and readily accessible.
I found the opening illustration as to why using...
- ‘Give me an example of’
- 'Is it always, sometimes, or never true that...?'
- 'What more can be imposed on this and it still be an example of...?'
rather than
- 'How did you do..?'
- 'Why does...?'
- 'What if...'
...is immediately more beneficial in the classroom - a tantalising taster of more constructive reflections to follow!
I found it particularly useful when planning a staff meeting aimed at addressing moving forward with prompts and questioning. Using part or all of the grid modelled in the book is a good discussion generator. In the introduction it is suggested that the grid (which is built up and exemplified throughout the book) could be used for:
- Whole class teaching
- Individual teaching
- Private study
- Planning a topic to teach
- Revising a topic
- Monitoring understanding
On the down side, if you are the type of person who likes to flick through books you could be put off by the number of ‘boxes’ (page 11) seen early in the book. I felt a bit overwhelmed until I had fully digested the text. The front cover is not hugely appealing, but the general layout and progression throughout the text is helpful.
So you are probably wondering what the grid looks like and how you could use it? I suggest you invest in the book and enjoy dipping in and out to stimulate the grey matter. One of those documents to reflect on over a period of time, revisit and share with colleagues.
