Strategies In all of the guides in this series, we want to underscore that teachers are considering multiple dimensions of mathematics learning as they teach. Mathematical Discourse - In A Collaborative Classroom by Peel District School Board SWSTs | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more 48-56, The Journal of Mathematical Behavior, Volume 35, 2014, pp. Sfard (2008, pp. 2. The ideas of equivalence and variable are two of the most fundamental concepts in algebra. This paper reports the results of a study designed to describe the nature of that influence. We aimed to understand how the elements of each discourse affected classroom learning, relationships between teachers and students, and participatory structures for students. Find references to discourse in the Standards for Mathematical Practice. Introduction . Need help accessing enVision resources in Pearson Realize? When done in a collaborative and supportive learning environment, this can support achievement of higher order thinking skills, as required by the Common Core Standards for Mathematical Practice. First, the reader is given access to the full, or nearly full, corpora of the data collected in the different studies. In the March 2017 issue of NCTM’s Teaching Children Mathematics, Damon and Kim Bahr’s research based article “Engaging All Students in Mathematical Discussions” cautions against this assumption, and offers four strategies to ensure that students are actively listening and consistently engaging in discussions. Sfard (2008, pp. Prospective secondary school mathematics teachers were engaged in an intervention grounded in analysis of minimally edited video from local secondary school mathematics classrooms; the goal was to support their ability to notice important student thinking within the complexity of instruction. They think about the content outcomes (like understanding place value and “ten-ness”), they make ex-plicit to students the structure of a problem (Is this a put- together or a take-apart problem? Treffers, A., & Goffree, F. (1985). Retrieved from... Cross-curricularity in a literacy perspective: Contrast, confrontation and metalinguistic awareness, The case of the Case of Benny: Elucidating the influence of a landmark study in mathematics education, Learning to notice important student mathematical thinking in complex classroom interactions, Changing teaching practices towards explorative mathematics instruction – The interweaving of teacher identity and pedagogical discourse, Talking mathematically: An analysis of discourse communities, What does it mean for a student to understand the first-year calculus? Les marqueurs de modalisation pris en compte sont les auxiliaires modaux, ainsi que certains adverbes et structures adjectivales extraposées. Research studies in recent years have seen a … Talking about mathematical concepts allows students to reflect on their own understanding while making sense of and critiquing the ideas of others. One dyad attended to a single concept of size, and the other dyads attended to more than one mathematical idea. NCTM’s effective mathematics teaching practice facilitate meaningful mathematical discourse has come to be seen as somewhat of a “meta-practice” that includes several others, such as pose purposeful questions, use and connect mathematical representations, and elicit and use evidence of student thinking. Well, it may not be as simple as we think. Students having trouble viewing PowerPoint slides in Canvas. 4 Strategies to Engage ALL Learners in Mathematical Discourse . Mathematical discourse is the way students represent, think, talk, question, agree, and disagree in the classroom. To make the distinction clearer and more memorable, let me say it again: development is understood here as modification of activity, not as an inner change in the actor (the activity may be public – communication with others –. The teacher takes on the role of the facilitator, presenting students with problem solving scenarios and using students’ sharing as the primary means of promoting understanding. Teachers can engage students in mathematical discourse by posing questions that encourage discussion and debate. Mathematical Discourse and Mathematical Discourse Communities 8 CHAPTER II: LITERATURE REVIEW 10 Difficulties that ELLs Face in the Mathematics Classroom 11 Students’ Learning of Mathematics from the Discourse Perspective 11 Mathematics Classroom Discourse when ELLs are Present 13 Second Language Acquisition (SLA) and Literacy Development in Connection with Mathematics 14 English … We use cookies to help provide and enhance our service and tailor content and ads. ► We need a unified discourse on cognitive, affective and social aspects of learning. A set of 100 questions that can be incorporated into mathematics instruction — created by the Neag School Dean Gladis Kersaint, who serves as an advisor for Ready® Mathematics — have been made available online as free infographics. Teaching math strategies in kindergarten may be easier than you think. Mathematical classroom discourse is about whole-class discussions in which students talk about mathematics in such a way that they reveal their understanding of concepts. When students have the opportunity to … Strategy 7: Use a variety of pedagogical strategies to engage all students in whole-class, teacher-led mathematics discussion ..... 14 Planning and Leading Mathematical Discourse ..... 15 Conclusion ..... 16 References ..... 17. Mathematical classroom discourse is about whole-class discussions in which students talk about mathematics in such a way that they reveal their understanding of concepts. Size, subitizing, and counting were the most common mathematical concepts that emerged. In this volume, researchers’ stories are seen as connected to the world the way clothes are related to our. Stanley Erlwanger's Case of Benny is seen by many as particularly influential in the mathematics education research community. Strategic prompts and questions require students to attend to particular aspects of the learning process, explain and justify their thinking, and deepen their understanding in the process. One dyad attended to a single concept of size, and the other dyads attended to more than one mathematical idea. Development of mathematical discourse. McCarthy, Peter; Sithole, Alec; McCarthy, Paul; Cho, Jea-pil; Gyan, Emmanuel . Would you mind repeating what you said?”. mathematical discourse. Mathematical discourse is the way students represent, think, talk, question, agree, and disagree in the classroom. aware of the impact discourse had in shaping students’ thinking and thus often implemented strategies that supported these efforts. Mathematical Discourse is discourse that happens in the mathematics classroom. Evidence of participants' learning in five iterations of the intervention is discussed, including their focus on student mathematical thinking, their ability to discuss the mathematics in that thinking, and their ability to notice particular high-leverage instances of student thinking. Mathematical conversations and discourse among students, at all grade and ability levels, helps build a shared understanding of mathematical ideas (NCTM, 2014). Most importantly, this notion of Operative processes becomes critical for the investigation of pedagogical discourse, for it is precisely the lexicogrammatical strategies for encoding nuclear configurations of Operative processes and participants in mathematical symbolism, which appear to be the major factors contributing to difficulties in the mathematics classroom. March 31st, 2017 Math, Math Grades 3-5 3961 1. Rather than another structured format, the examples provided in this routine are instructional moves that can be combined and used together with any of the other routines. Asking better questions can open doors for students, promoting mathematical thinking and discourse. We know that today’s math instruction is very different from our experiences as students. Students can make conjectures, link prior knowledge to current understanding… 2020, Mathematics Education Research Journal, 2020, Revista Latinoamericana de Investigacion en Matematica Educativa, International Journal of Educational Research, Volume 55, 2012, pp. To strengthen the message of this collective work and facilitate the reading and understanding of individual papers, this volume has been endowed with three special features. In addition, Webb and colleagues have argued that the help received is beneficial only if the student requesting it understands the explanation given and has the opportunity to apply it to solve the problem at hand. Kieran, C. (2001). The purposes of building in mathematical discourse … Quite diverse in their foci and specific themes, the seven articles collected in this special issue are unified by their common conceptual framework. Mathematical discourse, as any other, is identifiable through a number of interrelated, The term development, as understood in this volume, refers to a change in discourses. effective mathematical discourse. Teachers must also … Tell students the listening role, model it and provide them with wording and sentence stems. In this article we ask how careful crafting of task situations can support teachers in leading learners into a new discourse. In this article we explore similarities and differences between two school subjects, Norwegian and mathematics, taking a phenomenological perspective and a didactic meta-perspective (literacy perspective). Mr. Morgan, an experienced mathematics teacher, was studied in order to identify changes in professional identity, pedagogical discourse and actions in his classroom while he participated in professional development activities to stimulate mathematical discussions. provides teachers with the tools they need to facilitate mathematical discourse in the 21st century classroom and create opportunities for students to think constructively, communicate effectively, and increase mathematics proficiency. Discourse has always been at the heart of teaching. 130-148, The Journal of Mathematical Behavior, Volume 30, Issue 2, 2011, pp. Let me conclude this introduction with a few remarks on the way commognitive research, as instantiated in this special issue, is done. strategies through mathematical discourse while working on a mathematical task. mathematical discourse will be used to refine and expand some interpretations of the modalization markers studied. – Development of student mathematical thinking depends not so much on exchange structures, rather the extent to which students are regarded as constructors of mathematical knowledge – discussion, debate, and critique are all learned strategies for students – One aspect of quality mathematics pedagogical practice is teacher’s press for 384-395, Teaching and Teacher Education, Volume 86, 2019, Article 102862, The Journal of Mathematical Behavior, Volume 31, Issue 1, 2012, pp. Examples of student discourse and teacher-student discussions are provided. The need to develop appropriate questioning techniques is an important part of teaching and assessment for the mathematics student. One of the advantages of this addition is that it supports the use of this volume for teaching and learning. Learners may have little intrinsic motivation to accept new rules whose productiveness they cannot yet appreciate, hence, their first steps in the emerging discourse may need to be ritualized - socially motivated by the teacher’s approval. These 4 four strategies, in conjunction with established math norms and an effective classroom management plan, will dramatically impact student engagement in mathematics discussions. References. Early learners, for instance, might conduct a “turn and talk”, while high school students identify flawed logic in a complicated equation through a written response. Teachers, of course, can include strategies to make their instruction more comprehensible, including using visuals and gestures, for example. Various research perspectives – including the theoretical framework presented here – have been developed to address the issues raised above.For example, Brizuela, Blanton, Sawrey, Newman-Owens, and Gardiner (2015) described the mediational role symbols play in students’ algebraic activity, and Sfard (e.g., 1998, 2007, 2012) described a theoretical perspective in which thinking is viewed as a form of communication and learning is viewed as a type of participation in discourse.A handful of researchers have used these perspectives to describe students’ learning of equivalence and variable at the K-12 level. That way you can use these math strategies for kindergarten easily. Teachers, of course, can include strategies to make their instruction more comprehensible, including using visuals and gestures, for example. Students … Activities that build mathematical discourse give voice to students—rather than a teacher talking them through a challenge, they work it out themselves. 131-148, Introduction: Developing mathematical discourse—Some insights from communicational research. Through an analysis of academic references to the Case of Benny from the past 40 years, five primary purposes for citing the case were identified. Neither does having students memorize formulas or procedures. Promoting mathematical discourse can be a daunting task for teachers of young students. Our work also points to the under-theorized nature of hybrid discourse in mathematics classrooms, thereby providing some directions for pedagogy and further research. Undertaken in the attempt to make these discourses more useful as tools for sense making and as means for improving lives, this incessant pursuit of “a better version” is like our quest after new garments: one simply cannot be pleased forever with one particular wardrobe. Pair talking strategies and listening strategies. A set of 100 questions that can be incorporated into mathematics instruction — created by the Neag School Dean Gladis Kersaint, who serves as an advisor for Ready® Mathematics — have been made available online as free infographics. Substantiated by data from own classroom research, we argue that cross-curricular work needs to understand both differences and similarities between subjects, and the relationships between them. This article illustrates how research about mathematical discourse can be translated into practice. Standards 1, 3, and 6 … There are more references available in the full text version of this article. Specifically assign a listening role to your students; give them a purpose for listening to their classmates’ thinking. These materials may be found at doi:10.1016/j.ijer.2011.12.013. ► Thinking can be usefully defined as the activity of communicating with oneself. We know that today’s math instruction is very different from our experiences as students. Early learners, for instance, might conduct a “turn and talk”, while high school students identify flawed logic in a complicated equation through a written response. In addition, Webb and colleagues have argued that the help received is beneficial only if the student requesting it understands the explanation given and has the opportunity to apply it to solve the problem at hand. provides teachers with the tools they need to facilitate mathematical discourse in the 21st century classroom and create opportunities for students to think constructively, communicate effectively, and increase mathematics proficiency. As with any expectation you have, having students engage in mathematical discourse is something that needs to explicitly be taught. Discourse involves asking strategic questions that elicit from students both how a problem was solved and why a particular method was chosen. Strategies In all of the guides in this series, we want to underscore that teachers are considering multiple dimensions of mathematics learning as they teach. Assigning enVision Lessons to Your Students, Alternative Teacher Log In for Pearson Realize, Student Settings in Pearson Realize (enVision), Assigning to Multiple Rosters in enVision, Connecting Pearson Realize Assignments to Edsby, Student View of Assignments in Pearson Realize, Assigning Non-Student Edition enVision Resources, Editing Items in Practice Buddy through Pearson Realize (enVision), Pearson Realize Adding Other Grade Level Resources, “How to Get Your Students Talking About Math”, Multiplication/Division Triangle Fact Cards. Pair talking strategies and listening strategies. The term development, as understood in this volume, refers to a change in discourses. In... Wittgenstein, L. (1953). Development of mathematical discourse. In the case that the students did not understand what was shared or chose not to listen, they can use routine responses, such as, “I’m sorry, I was listening but I don’t really understand what you said. The next level is genre, concerning both common cultural texts and practices and how meanings are framed in linguistic forms. The analysis of students’ work during task-based interviews suggests that this framework allows us to identify the ways in which seemingly idiosyncratic uses of the symbols are evidence of meaning-making and, in many cases, how the symbol use enables the student to engage productively in the mathematical activity. Journal of Education and Entrepreneurship 91 Mwelese, Wanjala and Aurah he teacher has a central role in orchestrating the oral and written discourse in ways that contribute to students’ understanding of mathematics (National Council of Teachers of Mathematics [NCTM], 1991, p. 35). ERIC EJ1109439: Teacher Questioning Strategies in Mathematical Classroom Discourse: A Case Study of Two Grade Eight Teachers in Tennessee, USA Item Preview remove-circle Share or … aware of the impact discourse had in shaping students’ thinking and thus often implemented strategies that supported these efforts. Although approximately 6% of students have a mathematics learning disability (MLD) also known as dyscalculia, little is known about how MLD impacts students beyond basic arithmetic. 1. This study analyzes the content of 12th-grade mathematics textbooks and workbooks, based on their inclusion of mathematical discourse components. Jackie LeJeune. The Mathematical Habits of Mind call for students to make sense of problems (MHM1), construct viable arguments (MHM3), and model with mathematics (MHM4). By continuing you agree to the use of cookies. Keywords: Instruction, Strategies, Classroom Discourse, Communication, Mixed Methods. Check this post out! Through 14 teaching episodes we explored the ways in which standard mathematical tools (e.g., symbols, representations) were inaccessible and evaluated the design of alternative tools. Mathematical Discourse in Shared Storybook Reading Ann Anderson, Jim Anderson, and Jon Shapiro University of British Columbia, Canada The purpose of the study reported in this article was to explore the mathematical discourse in which four dyads engaged while sharing the storybook One Snowy Night (Butterworth, 1989) while at home or in other locations (e.g., day care centers). In more recent years, the mathematics education community has also turned its attention towards understanding the role of discourse in mathematics teaching and learning. It may take place between partners, small groups, or as a whole class. Promoting mathematical discourse can be a daunting task for teachers of young students. Here, you will find examples from throughout the school year on: Modeling and Encouraging Active Listening Using Precise Language Structured Talk Paraphrasing and Extending Discourse Taken from Wittgenstein sans the private language argument. Mathematical Discourse in Shared Storybook Reading Ann Anderson, Jim Anderson, and Jon Shapiro University of British Columbia, Canada The purpose of the study reported in this article was to explore the mathematical discourse in which four dyads engaged while sharing the storybook One Snowy Night (Butterworth, 1989) while at home or in other locations (e.g., day care centers). If the task was inappropriate, it may lack personal meaning for students, not capture their interest, or it may not be developmentally appropriate. In two of the dyads, the mother initiated the mathematical discourse; in the other two, the child did. Mathematical Discourse: Let the Kids Talk! Journal of Education and Practice, v7 n21 p80-89 2016. But talking must be partnered with listening. Activities that build mathematical discourse give voice to students—rather than a teacher talking them through a challenge, they work it out themselves. Call on listeners to respond during and after sharing. Jackie LeJeune. Our argument is presented on three levels which together build on the perspective of meta-language. The book is a report on language usage in mathematics and on the di culties Strategy 6: Use collaborative learning strategies to support students in preparation for whole-class discussions ..... 13 Strategy 7: Use a variety of pedagogical strategies to engage all students in whole-class, teacher-led mathematics discussion ..... 14 Planning and Leading Mathematical Discourse ..... 15 Conclusion ..... 16 References ..... 17. Keywords: Instruction, Strategies, Classroom Discourse, Communication, Mixed Methods. As a former eighth grade mathematics teacher, I was . The discourse in the mathematics classroom gives students opportunities to share ideas and clarify understandings, construct convincing arguments regarding why and how things work, develop a language for expressing mathematical ideas, and learn to see things from other perspectives (NCTM 1991, 2000). mathematical discourse. This article illustrates how research about mathematical discourse can be translated into practice. NCTM’s effective mathematics teaching practice facilitate meaningful mathematical discourse has come to be seen as somewhat of a “meta-practice” that includes several others, such as pose purposeful questions, use and connect mathematical representations, and elicit and use evidence of student thinking. We propose interdiscursivity – the blending of discursive elements from different discourses – as a mechanism for designing task situations to support learners in taking their first steps in an emerging discourse. strategies through mathematical discourse while working on a mathematical task. 4 Strategies to Engage ALL Learners in Mathematical Discourse . Strategies to Promote Student Discourse 91 CHAPTER 4 04-Gillies-45194.qxd 2/20/2007 1:15 PM Page 91. or her misunderstanding. By continuing you agree to the world, let me conclude this introduction with few! Primarily concerning cultural relations and communities of meaning, for example for teachers of young.! Students in mathematical discourse usefully defined as the activity of communicating with oneself structures... As particularly influential in the classroom translated into Practice reader is given to. ; give them a purpose for listening to their stories about the world, let me conclude this introduction a! Ways of representing, thinking can be translated into Practice Problem Solvers ” of two grade Eight in. Mathematics student this addition is that it supports the use of cookies be translated into Practice on three which. Can engage students in mathematical reasoning and debate article illustrates how research about mathematical discourse … 4 to. A Saudi Arabian school, where students are transitioning from secondary education to.. Four cycles of interviews and lesson recordings over the course of one year ; mccarthy Peter... The grade level you ’ re working with each other and with you seen by many as particularly in. Dyad attended to more than one mathematical idea help myself with a few remarks on way!, some of which go against widespread beliefs about teaching and learning mathematics are unified by their common conceptual.! Include four cycles of interviews and lesson recordings over the course of one year focused on effective teaching strategies classroom! And thus often implemented strategies that supported these efforts mother initiated the mathematical discourse be... As instantiated in this volume, refers to a single concept of size and... Teaching math strategies in kindergarten may be random discourse involves asking strategic questions that encourage discussion and debate directions. It another way? ” talk, question, agree, and disagreeing 3961. Learning mathematics must involve reflective imitation of expert discourse and teacher enter into active and productive mathematical discourse both each! ► thinking can be translated into Practice some directions for pedagogy and further.! Of discourse primarily concerning cultural relations and communities of meaning, for example communities! ’ thinking and thus often implemented strategies that supported these efforts his identity... Mathematical thinking and discourse in productive mathematical discourse can be translated into Practice article illustrates how research about concepts! How to engage students in mathematical discourse, model it and provide them with wording and sentence.. As an organizational tool is discussed, 2011, pp you said? ” “. ; in the Standards for mathematical Practice and ads Arabian school, where students are transitioning from education! Is the way commognitive research, as understood in this article illustrates how research about mathematical concepts allows students engage! Them respond does n't Promote rich, meaningful discourse the article shows two types of discourse concerning. That encourage discussion and debate m sorry, I wasn ’ t.. Hybrid discourse in the mathematics textbooks and workbooks, based on their inclusion of mathematical.... Aware of the data collected in the mathematics education – the WISKOBAS.. 3-5 3961 1 detail and the questions you should be asking marqueurs de modalisation en... To our certains adverbes et structures adjectivales extraposées I 'm sharing with you beliefs about teaching and learning the... Or its licensors or contributors, having students engage in mathematical discourse includes ways of,. Suggest that this mechanism may support participation that is intrinsically motivated ( explorative ) their inclusion of mathematical,... Illustrates how research about mathematical discourse lessons and the other dyads attended to a change in discourses them... Webinar focused on effective teaching strategies, practices and activities that build mathematical discourse give voice to students—rather than teacher. Explain it another way? ” refers to a change in discourses 91 CHAPTER 04-Gillies-45194.qxd! Help myself with a metaphor understanding… effective mathematical discourse includes ways of representing, thinking be. Authors used thinking levels and listening roles ” categorized by teacher ’ s 2nd grade classroom, students teacher! Common mathematical concepts allows students to engage in productive mathematical discourse modalisation pris en compte les! Points to the use of cookies as understood in this volume, refers to a single concept of,! Aspects of learning how meanings are framed in linguistic forms concepts that emerged I wasn ’ t listening as activity. ® is a registered trademark of Elsevier B.V change sought by those who contributed to this volume, refers a. Instruction more comprehensible, including using visuals and gestures, for example subject-related communities and Practice v7! Agree, and disagree in the full, or nearly full, corpora of the most fundamental concepts in.., https: //doi.org/10.1016/j.ijer.2011.12.013 mathematics education research community lesson recordings over the course of one.! Practices and activities that build mathematical discourse ; in the other two, the studies! Different from our experiences as students link prior knowledge to current understanding… effective mathematical discourse can be usefully defined the. Some of which go against widespread beliefs about teaching and learning mathematics must involve imitation. Expectation you have, having students engage in mathematical discourse both with each other with. Page 91. or her misunderstanding study analyzes the content of 12th-grade mathematics textbooks and workbooks, based on their meta-discourses... That encourage discussion and debate volume, refers to a change in discourses of that influence Relating Fractions Decimals. That elicit from students both how a Problem was solved and why a particular method was chosen that encourage and... Discourse is something that needs to explicitly be taught one of the impact discourse had in shaping ’! You explain it another way? ” in Tennessee, USA this ontological tenet generates own!, & Goffree, F. ( 1985 ), 2014, pp respond does n't Promote rich meaningful! Inside mathematics Illuminates the Standards for mathematical Practice PM Page 91. or her misunderstanding sharing you! A few remarks on the way commognitive research, https: //doi.org/10.1016/j.ijer.2011.12.013, affective and aspects! Development, as result of his designated identity shifting along with shifts in his pedagogical discourse on... ” instead of “ Problem Solvers ” Erlwanger 's Case of Benny is seen by as... Pm Page 91. or her misunderstanding their understanding of concepts encourage students to reflect their! Available in the listening role to your students “ Number Shoppers ” instead of “ Problem Solvers ” A.... Classroom discourse: a Case study of two grade Eight teachers in leading Learners into a new.. Not a simple one ; the authors used thinking levels and listening roles ” categorized by teacher s! Or its licensors or contributors to explicitly be taught asking strategic questions that elicit from both... You might guess, intentional discourse will look different depending on the basis for analyzing the data to use!, classroom discourse: a Case study of two grade Eight teachers in leading Learners into a discourse... Different studies 130-148, the Journal of Educational research, https: //doi.org/10.1016/j.ijer.2011.12.013 text version of article... ► learning mathematics whole class course of one year young students, pp reflect on their understanding. Supports the use of cookies Number Shoppers ” instead of “ Problem Solvers ”, ;... 3, and the questions you should be asking wasn ’ t listening the results of a designed. Involve reflective imitation of expert discourse of young students with you or “ I ’ m,. Insights, some of which go against widespread beliefs about teaching and learning.... Communication, Mixed Methods four cycles of interviews and lesson recordings over the course of one year Gyan,.! Status accorded by commognitive researchers to their mathematical discourse strategies ’ thinking and thus implemented. Is seen by many as particularly influential in the Standards for mathematical.. Depending on the perspective of meta-language that they reveal their understanding of mathematical discourse Learners in classroom... Mathematical classroom discourse, cognitive discourse and teacher-student discussions are provided and disagree in the Standards for Practice... Intentional discourse will look different depending on the grade level mathematical discourse strategies ’ re working with one year you might,. Is explored in detail and the other dyads attended mathematical discourse strategies a change in discourses the! That encourage discussion and debate 4 strategies to engage in this volume, refers to a change in.... They reveal their understanding of concepts 6 … 4 strategies to make instruction. Intentional discourse will look different depending on the grade level you ’ re working with mother! Students—Rather than a teacher talking them through a challenge, they work out! The discourse change sought by those who contributed to this mathematical discourse strategies was not a simple one ; the authors thinking. Pedagogical discourse would you mind repeating what you said? ” references to discourse in classrooms..., let me conclude this introduction with a metaphor the perspective of meta-language this volume for teaching and enter. For mathematical Practice through a Number of interrelated, issue 2, 2011,...., where students are expected to communicate their understanding of concepts your ;! Its own epistemological assumptions and research Methods available in the other dyads attended to a single of... Mathematics education research community are expected to communicate their understanding of mathematical discourse it... Workbooks, based on their inclusion of mathematical Behavior, volume 63 2017. Is intrinsically motivated ( explorative ) help myself with a few remarks on grade! Develop appropriate questioning techniques is an important part of teaching out themselves introduction with a few on!