Chapter 4 Math

8/9/2019 Chapter 4 Math

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Chapter 4

Using Questioning inMathematicsInstruction


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Using Questioning in Mathematics Instruction

In the first 3 chapters of thismodule, you focused on the creation

of powerful questions in a generalsense.

Were now going to look at

designing questions through thelens of mathematics.


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Were going to begin by looking at threequestion types:

Focusing

Assessing Advancing


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And

What they are What they do

What they sound like


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Questions

that FocusThinking


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Questionsthat Focus

Thinking

What theyare


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Questionsthat Focus

Thinking

What theyare

Establish

context

Orient anddefine


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Questionsthat Focus

Thinking

What theydo


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Questionsthat Focus

Thinking

What they

do

Talk about issuesoutside of math inorder to enable linksto be made withmathematics

Help students focuson key elements or

aspects of thesituation in order toenable problem-solving


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Questionsthat Focus

Thinking

What they

sound like


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Questionsthat Focus

Thinking

What they

sound like

What is the problemasking you?

What is important

about this? What games have

you played where youused?

What is a?(reference tocontext of problem.)


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Questions

that AssessThinking


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Questionsthat AssessThinking

What theyare


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What theyare

Gather information,lead studentsthrough theirmethod/process

Insert/useterminology orvocabulary ofmathematics

Probe to getstudents to explaintheir thinking


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What theydo


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What theydo

Ask students toarticulate, elaborate, orclarify ideas

Enable correct

mathematical languageto be used to talk aboutthem

Rehearse knownfacts/procedures.

Enable students tostate facts/proceduresused

Requires immediateanswer


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What theysound like


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What theysound like

How could you recordwhat you just told me?

How could you use a ___to help you record whatis happening?

How did you get youranswer?

How do you know you arecorrect?

What is this called?

How would you use anequation to record what

you just told me?


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Questionsthat

AdvanceThinking


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Questionsthat AdvanceThinking

What theyare


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What theyare

Exploremathematical

meanings and/orrelationships

Extend thinking

Link and applylearning


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What theydo


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What theydo

Extend the situationunder discussion toother situations wheresimilar ideas may be

used Make links between

mathematical ideas andrepresentations

Point to relationships

among mathematicalideas and amongmathematics and otherareas of study/life


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What theysound like


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What theysound like

How would this workwith other numbers?

How do you knowwhether or not thispattern always works?

In other situations, howwould you apply this?

How are ___ and ___related?

What other patterns doyou see?

Where else have weused this?


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An important note about

questions to advance thinking


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An important note about

questions to advance thinkingDont let the wordadvance fool you.

These questions areabout movingmovingastudents thinking.They are for allall

learnerslearners, not just ourgifted or advancedlearners.


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Now its time to have some fun

with math!!!


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Now its time to have some fun

with math!!!Read throughthe next

three slides.Then go to theassignments

section forfurtherdirections.


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The Candy Box Factory Task

The manufacturer ofChocolate Delites wants to

redesign their one-pound box.There are 36 squareDelites in each pound. Inorder to be cost-effective,the box must be rectangularin shape and hold a singlelayer of candies.


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1) What are some ways youcould design the box to hold

the 36 candies?2) How did you represent the

boxes in each of your

designs?3) Which box is your favorite

design and why?


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Solve this task yourself so youare familiar with what the

learner is being asked to do. Go to the assignments link for

Chapter 4: Mathematics fordirections on practicingcreating questions for studentsto FOCUS, ASSESS, andADVANCE thinking on this task.

Chapter 4 Math

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