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Chapter 9 – Option 3 (Action)

01/09/2021 1:24 PM | Anonymous

Review the list of questions that teachers can use to promote mathematical sense-making on pages 224-226. Which few resonate with you?  Try using them in your teaching and tell us how it goes

Comments

  • 02/04/2021 3:56 PM | Carrie Allen
    "What are you planning to do with that information, once you find it out?"
    "What next questions are you asking now?"

    I use many of these questions already, in a different format for my little K-2 kiddos, but liked all of them.

    The two above stuck with me because I am really working on helping teachers change their questioning with kids, to help the kiddos come to different conclusions. Today I worked with a teacher and she watched me ask a kiddo, "What will help you make this problem easier for you?" She was shocked that instead of giving him the tool, I led him to figure it out for himself. Many teachers still want to help these kiddos by giving them the tools or strategies and love it when they see a kid strive on their own to lead themselves to these discoveries.
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    • 02/18/2021 4:28 PM | Anonymous
      Carrie, I also like the 2 Qs you've selected, and I can imagine how they would be productive with K-2 students.

      My students are mostly HS, and one of my challenges is that they "dive right in" to some procedure or calculation without thinking it through first. They also get lost along the way and can't tell if/how they've gone off track. So the Qs that resonated with me are:
      "Tell me something about this problem [that you know]"
      "Before you calculate that, can you tell why you'd want to?"
      "What other problem/concept that you've seen might help here?" {paraphrase}
      "Does anything strike you as unreasonable here, or does it hold together?"
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