Should we start by questioning their understanding vocabulary? Can we questions our learners to connect roots, x-intercepts, and zeros? Can we listen to the learners’ questions to take their path instead of our carefully scaffolded plan?
What questions should be asked to lead our learners to move them identifying no real roots, 1 real root, and 2 real roots graphically to identifying the number of roots using the equation and the discriminant?
Remember, we ask questions; we do not tell rules or definitions. The art of questioning must be practiced and honed.
Want to explore the investigation? Here’s how:
- Clicking on the screenshot should enable you to download the TI-Nspire document and open it if you have the TI-Nspire software on your computer.
- Clicking on the Launch Player button should open a player file where you can interact with the document without having TI-Nspire software. (Be patient; it is a little slow to launch.)
I would love to hear your thoughts and feedback. Also, what questions would you ask, and what questions do you hope your learners ask?