1. If there are remaining questions/observations that are results of the initial problem, what is the best way to illicit discussion about them?
2. There is little insight without the proper questions. How can we be sure we're asking the proper questions?
3. Is there value in have students pose classroom problems?
4. Assuming a rather strict background in mathematics, how does one broaden questions appropriately?
5. This seems to be how social sciences are approached (i.e. which questions can be asked). Any thoughts?
6. Should there be a limit to the questioning that students can do?
7. If a line of questioning goes off topic too far, what is a good way to regain the topic without killing the creativity involved in the process?
8. I also find that fairly illuminating questions come from the untrained eye.
9. If, like in the example of Euclid's 5th axiom, it can take thousands of years to ask the right question, how does anything get done?
10. After posing 9 questions, I fear that my view is fairly narrow. How can my eyes be opened? Can you point me in the direction of some good resources?
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