3 responses with 60 words each (No plag) Don't Forget To Put The Initial Thanks.

#1:     B H

How does the thought process in the DQ help us to build rigorous instruction and learning for our classroom?

#2:    C D

Some benefits of planning open-ended questions during math instruction consist of the encouraging and support of certain approaches and solutions to a task. It also helps students build confidence in their knowledge of the subject and allows them to respond and create their own strategy in how they come to the solution of the problem. By simply asking "yes" or "no" questions, it doesn't allow for students to give a reasonable explanation as to how they got to the answer they did. It doesn't force them to think outside the box and ultimately "use their brain" to determine their understanding of the subject. One example of an open-ended math question could be, "Mary has 38 cents. How many coins does she have? Is more than one answer correct?" Another one would be to give the students a word problem and then ask them to "explain" how they got to that answer. While it is not "yes" or "no", it is similar in the aspect of having them put down one number. By having students explain how they got their answer, it's forcing them to go beyond a simply "guess".  

#3:     S J

The benefits of planning open-ended questions during math instruction to encourage students to provide rationales for their answers is because they enhance a students critical thinking and problem-solving abilities. This type of teaching approach guides, supports, and stimulates that students by giving them the responsibility of using the problem-solving process. There are four main types of questioning for mathematics including starter questions, questions to stimulate mathematical thinking, assessment questions, and final discussion questions. These types of open-ended questions are used to guide students through investigation and stimulate their mathematical thinking and gathering of information about their knowledge and strategies. Asking yes or no questions can hinder a student’s ability to problem-solve in the future because they would not acquire the knowledge of the how’s and whys of what the problem meant when solving it (Way, 2011). Examples of open-ended questions could be how can this pattern help you find the answer or what made you decide to do it that way?

Reference

Way, J. (2011). Using Questioning to Stimulate Mathematical Thinking. Retrieved from https://nrich.maths.org/2473