ABSTRACT
Teaching to a single objective is not in itself a sufficient guarantee of a high-quality lesson – attention must be paid to a range of objectives, some of which entail problem-solving. Problem-oriented activities emphasise not only agency but also collaboration. Meeting differentiation through collaborative pairings addresses differences in learning styles, rather than considering differences in ability. Differentiation should also be addressed through effective, focused and planned questioning. The chapter analyses some written questions and illuminates how different styles of questions allow children scope for wider learning opportunities. Children who experience difficulties in mathematics need to have these points made explicit, to clarify their understanding. Colours can be used to emphasise or clarify patterns or links. The emphasis on an episodic structure enables teachers to employ a range of teaching styles to suit the objectives of the lesson and to use a varied palette of learning styles.
