![]() A third student might conclude that 33 doesn’t belong because it is the only odd number. Another student may also believe that 50 doesn’t belong but for a different reason, namely that it is the only number with two different digits. ![]() One student might conclude that 50 doesn’t belong because it is the only number not divisible by 11. Since the graphics are purposely ambiguous and have overlapping similarities and differences, there is no single correct answer. Observe the photo above of a WODB activity showing the numbers 22, 33, 44, and 50, and identify which choice does not belong and explain why. How can you incorporate reflection questions into your math lessons? Try these two useful strategies. The second question shifts the focus from performance toward thinking, learning, and engaging with mathematics without the fear of being wrong. In addition to performance-focused questions and assessments (“What is the total sum of the interior angles of a triangle?”), you can ask open-ended reflection questions that encourage mathematical thinking and participation (“Why do you think the total sum of the interior angles of a triangle always equals 180 degrees?”). “Reflection questions are important for students and help move the focus from performance to learning,” says Stanford professor Jo Boaler, who believes that “assessment plays a key role in the messages given to students about their potential, and many classrooms need to realign their assessment approach in order to encourage growth instead of fixed mindsets among students.” Instead, these questions remove the fear of being wrong and encourage mathematical thinking, participation, and growth. What if students were also asked, “Why does two plus two equal four?” Reflection questions like this, which are purposely open-ended, do not have a single correct answer. ![]() If a student is asked, “What is two plus two?” the only acceptable response is “Four.” ![]() For many students, math is a subject where every question has one (and only one) correct answer. ![]()
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