Higher-order-questions as these require higher-order thinking skills in Math need to be of preparations and much more of strategies when given or delivered to our students. For questioning to be a powerful strategy, a teacher should try to ask as many higher-order questions than lower-order questions. The reasons behind this, the teacher assume that the students can easily answer the questions set by her in the classroom and that teaching-learning process may occur at a rate that more students in the class can participate actively in the discussion of the lesson. But the truth is, the higher-order questions which are needed to be given to students are answered by the teacher in terms of explaining to the class the lesson, but on the side of the students they did not have the chance to feel the need of thinking how to analyze the situation, explain the data, differentiate each other in terms of items or given numbers, classify figures, predict outcomes and more, so, execute the formulas. The students are deprived of expressing their opinions, asking questions relevant to the lesson, interpreting data and making judgments, and other skills than can be developed for them to fully understand mathematics.


    The teacher should establish rapport among her students. His looks should employ encouragement, enthusiasm, hope, affirmation and other traits that could build self confidence of her students. His words should be taken positively by her students. He should supervise and manage the teaching-learning process as a combine efforts of the teacher and the class. He should provide verbal and non-verbal reinforcements to students’ response such as “ok!”, “Good work!”, “Good job!”, “Continue!”



By: Mrs. Amalia Cortez | Teacher-II Dr. Victoria B. Roman MHS

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