chapter 4 math
TRANSCRIPT
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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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Using Questioning in Mathematics Instruction
Were going to begin by looking at threequestion types:
Focusing
Assessing Advancing
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Using Questioning in Mathematics Instruction
And
What they are What they do
What they sound like
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Using Questioning in Mathematics Instruction
Questions
that FocusThinking
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Using Questioning in Mathematics Instruction
Questionsthat Focus
Thinking
What theyare
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Using Questioning in Mathematics Instruction
Questionsthat Focus
Thinking
What theyare
Establish
context
Orient anddefine
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Using Questioning in Mathematics Instruction
Questionsthat Focus
Thinking
What theydo
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Using Questioning in Mathematics Instruction
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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Using Questioning in Mathematics Instruction
Questionsthat Focus
Thinking
What they
sound like
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Using Questioning in Mathematics Instruction
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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Using Questioning in Mathematics Instruction
Questions
that AssessThinking
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Using Questioning in Mathematics Instruction
Questionsthat AssessThinking
What theyare
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Using Questioning in Mathematics Instruction
Questionsthat AssessThinking
What theyare
Gather information,lead studentsthrough theirmethod/process
Insert/useterminology orvocabulary ofmathematics
Probe to getstudents to explaintheir thinking
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Using Questioning in Mathematics Instruction
Questionsthat AssessThinking
What theydo
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Using Questioning in Mathematics Instruction
Questionsthat AssessThinking
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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Using Questioning in Mathematics Instruction
Questionsthat AssessThinking
What theysound like
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Using Questioning in Mathematics Instruction
Questionsthat AssessThinking
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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Using Questioning in Mathematics Instruction
Questionsthat
AdvanceThinking
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Using Questioning in Mathematics Instruction
Questionsthat AdvanceThinking
What theyare
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Using Questioning in Mathematics Instruction
Questionsthat AdvanceThinking
What theyare
Exploremathematical
meanings and/orrelationships
Extend thinking
Link and applylearning
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Using Questioning in Mathematics Instruction
Questionsthat AdvanceThinking
What theydo
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Using Questioning in Mathematics Instruction
Questionsthat AdvanceThinking
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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Using Questioning in Mathematics Instruction
Questionsthat AdvanceThinking
What theysound like
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Using Questioning in Mathematics Instruction
Questionsthat AdvanceThinking
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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The Candy Box Factory Task
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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The Candy Box Factory Task
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.