Why do so many students hate math? What is it about math, more than any other content area, that can create such a negative feeling from students? One of the main reasons students struggle in math is related to students’ perception that math has one right answer, one right approach to the problem. For this reason, we need to find ways to open access to math content for ALL students.  One of the most successful micro-moves to accomplish this goal is questioning strategies.

Use tentative language

Let’s picture a teacher at the front of a classroom asking questions to a class full of students where the teacher is working to engage students in a meaningful math discussion. Since math can be perceived as an ‘answer getting’ subject we tend to ask questions like these:

• What are the factors of 10?
• What is the slope of this line?
• What is 142 divided by 12?
• What is the first step in this problem?

The unintended result is students’ belief there is one answer to these questions. When there is only one possible correct answer students can shut down. They often don’t want to risk engaging in the classroom discussion because, in their minds, they only have one shot at the right answer.  What if instead of asking ‘closed’ questions, we open up our teacher questions using tentative language? For example:

By using tentative language to open up our teacher questions we invite multiple student responses to the same problem. Tentative language can allow a student to feel more comfortable with the risk of engaging in the class discussion because there are more possible ‘right’ answers.

Use plural language

For the same reasons, using plural language can open up teacher questions in a way that invites students to risk engagement.  For example: 

By using plural language the teacher tells the students there are multiple ‘right’ answers to the question. There are strategies, approaches, and possibilities to explore, rather than one strategy, one answer, one ‘win’ for the student.  

Use positive presuppositions

Since many students do not believe they have valuable insight to add to class discussions, if we assume positive student contributions we can subtly encourage students to take the risk and engage in math conversations. We need to ask questions that say to students; ‘I believe you have valuable, creative, and meaningful contributions to make to our class!’.  Consider these examples:

In each of these positive presuppositions we are stating the assumption that the students have ideas, approaches, and strategies we want them to share. In a subtle way we are sending the message to reluctant students that we have confidence in their math abilities. That belief coming from their teacher can make all the difference in whether they feel safe enough to stick their neck out there which can result in a feeling of success and lead to building confidence in themselves as a mathematician.  

The most impactful strategy teachers can use to build student math identity (math confidence) is to create situations where students can feel successful. Answering a teacher’s question correctly is considered a success in students’ eyes.  We have so many opportunities to build up students’ math confidence, we just want to consider how we phrase our questions.

Often, micro-moves in the classroom can make the biggest positive impact on our students, their beliefs, their confidence, and their identity.  We want all of our students to feel like the mathematicians they are.