Reasonable or Not? A Study of the Use of Teacher Questioning to Promote Reasonable Mathematical Answers from Sixth Grade Students

In this action research study of my sixth grade mathematics class, I investigated the influence a change in my questioning tactics would have on students’ ability to determine answer reasonability to mathematics problems. During the course of my research, students were asked to explain their problem solving and solutions. Students, amongst themselves, discussed solutions given by their peers and the reasonability of those solutions. They also completed daily questionnaires that inquired about my questioning practices, and 10 students were randomly chosen to be interviewed regarding their problem solving strategies. I discovered that by placing more emphasis on the process rather than the product, students became used to questioning problem solving strategies and explaining their reasoning. I plan to maintain this practice in the future while incorporating more visual and textual explanations to support verbal explanations.

Empathy Conditioned Conservation: “Walking-in-the-Shoes-of-Others” as a Conservation Farmer

Since the destruction and despair caused by the dust bowl of the 1930’s, Americans and their government have taken a keen interest in natural resource conservation policy on agricultural land. The Soil Conservation and Domestic Allotment Act of 1936 was the first farm bill to include provisions that provided payments to farmers willing to employ soil conservation measures (Cain and Lovejoy, 2004). While the main purpose of this bill was to provide financial support to impoverished farmers, the fact remains that natural resource conservation was starting to become an important issue for the American public.