34th Annual Student Research Conference
The Impact of Socratic Questioning on Students’ Depth of Knowledge in Mathematics
Anna R. Buchheit♦
Dr. Christopher Maglio and Dr. Enrique Pareja, Faculty Mentors
Socratic questioning is a teaching strategy that can be used in any classroom. The method involves the use of disciplined, scaffolded questions to engage students in metacognition, ultimately fostering their critical, logical, and organizational skills. It was Socrates’ belief that through the use of Socratic questioning, a deeper understanding would be achieved and misconceptions would be corrected. Today, in mathematics classrooms, often the focus is on attaining the correct answer rather than comprehending the process.
The purpose of this study was to engage students in a Socratic dialogue using higher order thinking questions to foster their critical thinking skills. In an 11th grade Trigonometry class, the assessment scores of eighteen students from back to back units were compared to determine whether their critical thinking skills and independence had improved based on their ability to solve higher order thinking questions of Depth of Knowledge level 2 or higher.
Keywords: Socratic questioning, critical thinking, Depth of Knowledge, Mathematics , higher order thinking
Topic(s):Mathematics
Education
Presentation Type: Asynchronous Virtual Oral Presentation
Session: 14-1
Location: https://flipgrid.com/7622b4b3
Time: 0:00