We begin with the foundational question categories - definitions and theorems, common student errors, and making the case for content. The foundational question categories make up what what would be considered the traditional role of questions in the mathematics classroom. While a question can support many standards at the same time, Tables 1 highlights some of the key ways each question type aligns with the Process Standards. |

The aspirational question categories represent a view of mathematics focused on empowering students to engage in the key meaning making practices of mathematics (i.e. fostering mathematical literacy (Solomon, 2008))In future posts, and future webinars, we will take a deep dive into each question type, investigating how a classroom centered around quality questions can fundamentally change the way we teach and the ways in which students learn. |

What do **you** think about the BIG 6?

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References:

Solomon, Y. (2008).*Mathematical literacy: Developing identities of inclusion*. Routledge.

]]>To be part of the conversation, click

References:

Solomon, Y. (2008).