Association of Teachers of Mathematics in Maine
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Week 9: Call to Action (Option 2)

17 Jan 2018 5:50 PM | Anonymous member (Administrator)

Choose seven questions (224-226), one from each category, and write them somewhere you'll see them while you teach. What questions did you choose? Try using them in your teaching for a week. What did you notice? Share.

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  • 01 Feb 2018 9:41 AM | Anonymous member
    So you thought about_____ Can you tell us how that relates?-I loved this question. I usually just ask does that make sense? And they say yup. By asking can you tell us how this relates, if causes students to answer exactly HOW it relates and if it doesn't they quickly see that and jump back into the problem.

    Was everything fitting together at that point? -This question was great at getting to students to pinpoint mistakes and make necessary changes.

    Did you feel satisfied, like everything made sense? I found this question opened up a discussion about parts of problems where students actually didn't feel quite comfortable where I would have never known had I not asked.

    Does her approach seem reasonable or unreasonable to you? This was a great question to ask when I had a student attempt solving a 3-digit addition problem with UNIT cubes. I let him get stated and he said "oh, i can't believe i'm going to have to count all these out?" So I asked his small group this question. We had an awesome discussion about what a reasonable and unreasonable approach to this problem may be.

    How do you feel about that answer? This question gave me insight into students thinking and problem solving skills.

    What would convince you? This was a great follow up question for students who were unsure of their answer. It forced them to reflect on what they should do when an answer doesn't sit well with them.

    What are you thinking now? I loved this question as it then opened up all sorts of new and interesting ideas into my classroom!!!
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  • 25 Feb 2018 10:32 AM | Anonymous member
    What do you estimate the answer might be? I have many students who do not feel comfortable with numbers and lack confidence in the ability to solve problems. They often just want to get it done and skip over "looking" at the problem. Although I talk to them and model how to estimate, we don't do it enough and that needs to change.

    Can you read the problem aloud again? Many of my students are also struggling readers. As a class, we always read a question twice and then go back and write an answer statement and decipher the parts of the problem. We look for the "?" to locate what is being asked and then we replace pronouns with the actual words or names. If the word "it" appears we write above what the "it" is and so on. I would like to take this one step further and include "Did you have a picture in your mind when you read the problem? Can you share it with us so we can see what you saw?"

    Where'd you get the idea to do it that way? As I have said before, my students lack confidence. However, they are more capable than they give themselves credit for and encouraging them to share what they already or intuitively know will help to build their confidence.

    How did your experience with _______ help you there? I look at this as experience with problem solving and experience with life. What have the students experienced in their daily living that they can bring into the classroom. While reviewing measuring with rulers I had a student who shared with the class that when he helps his dad in the shop his father always tells him, "Measure twice, cut once." From there, another student shared that his father has told him it is better to measure/cut a little too long than too short, because you can always cut more off if you have to. All at once, the students who had little experience with measuring saw the importance of learning how to do it accurately.

    How did you know you were wrong? If you are not sure that you have done something right, it is huge when you can realize you have done something wrong. To the be able to explain how you know it is wrong really shows an understanding of the problem.

    Does that seem reasonable?/Does it pass the commonsense test? This ties back to being able to estimate. I have students who get answers that are way off and they don't even question it. I want to encourage them to look at an answer to see if it makes sense.

    What do you think you'll remember for the next time? I want my students to see the value in what they are learning and to hold onto that information. They won't have to reinvent the wheel each time if they can use the tools they already have learned.
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  • 23 Dec 2019 6:32 AM | xassa
    So you thought about_____ Can you tell us how that relates?-I loved this question. I usually just ask does that make sense? And they say yup. By asking can you tell us how this relates, if causes students to answer exactly HOW it relates and if it doesn't they quickly see that and jump back into the problem.

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  • 29 Jul 2020 1:38 AM | Anonymous
    Did you feel satisfied, like everything made sense? I found this question opened up a discussion about parts of problems where students actually didn't feel quite comfortable where I would have never known had I not asked.
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