| dc.description.abstract | Asking questions is one of the most common activities of mathematics
teachers at various levels of education. Moreover, the way the teachers
formulate questions has profound impact on the results of teaching, especially
on their pupils' reasoning process.
Erotetic logic is frequently presented in a very formal manner. In this
paper, we restrict our attention to these aspects of erotetic logic that can
turn it into a useful framework to describe various didactic situations. In
particular, the paper contains remarks on question structure, its didactic
function, certain criteria of correctness of questions, and various classifications
of questions that can be useful for teaching. Finally, we discuss some
strategies and techniques of asking questions and encouraging pupils to pose
questions. | en |
