Association of Teachers of Mathematics in Maine

Chapter 3 Discussion Prompt

15 Oct 2020 9:54 PM | Anonymous member

In the chapter there are 3 challenges associated with anticipating student responses. What is the biggest challenge you are facing with anticipating student responses?


Challenges associated with the practice of anticipating students’ responses.

  • Moving beyond the way you solve a problem

  • Being prepared to help students who cannot get started on a task

  • Creating questions that move students toward the mathematical goal

Comments

  • 25 Oct 2020 7:13 PM | Kim Elkins
    The biggest challenge for me will be not to give away the answer. When kids get stuck it is sometimes hard to lead without giving to much so they can't explore it on their own.
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    • 28 Oct 2020 7:31 PM | Anonymous member (Administrator)
      I agree it is hard not to lead. That is why it is so important to do the task beforehand, anticipate what students may do and prepare those advancing questions. I struggle with advancing questions big time!
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  • 28 Oct 2020 6:35 PM | Mike Ditzel
    My biggest challenge anticipating students responses occur when I'm teaching new material. In my experience I find that it isn't to the third or so time teaching a new course that I can readily anticipate most student responses. Thus, I like to teach two class sections of the same course concurrently. The section that happens to be 2nd in the rotation gets a teacher who can anticipate their response better. Classroom instruction is significantly better when a teacher can anticipate their students' responses. Though I also appreciate the occasional student response that surprises me.
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    • 07 Nov 2020 9:34 AM | Anonymous member
      I agree with your comments about teaching two class sections concurrently. The benefit is multiplied when you have that same course several times over the school year. We have trimesters, so it is possible to have multiple sections of the same course (ex Algebra 2A) in more than one trimester. With the courses I'm teaching this trimester (algebra 2A - honors and non-honors) and our current schedule, I am teaching the "same" lesson 8 times in a week - I am able to anticipate responses, and have shared "responses" across the classes.
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  • 28 Oct 2020 9:24 PM | Anonymous
    The biggest challenge that I am facing with anticipating student responses is thinking about creating questions that move students toward the mathematical goal. Due to our lack of in-person time this year, I find myself giving students too many leading questions. This is something that I am aware that I need to work on; however, I am really just struggling to find a balance between maximizing our in-person time and moving students toward achieving the goals we have set.
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  • 29 Oct 2020 3:27 PM | Alisa Libby
    In the past I have taught some lower level maths. When my students are faced with a difficult question they tend to shut down and quit. So my challenge has been two fold. 1) I have been trying different strategies for building up their confidence so that they will try instead of quit and 2) I have been trying to give them leading questions that get them wanting to think without giving too much away. If I don't give them enough they shut down and if I give them too much they don't build the confidence needed in order to grow.
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  • 29 Oct 2020 3:33 PM | Anonymous member
    I am in the same boat as Kim Elkins in that I have a habit of giving away too much of the answer and not posing more guided questions to lead them towards the mathematical goal. Perhaps it is I'm too focused on the student getting the right answer and not on deeper understanding. Also as a new teacher, I am still not aware of the common mistakes students will make in certain sections so I find anticipating student questions is difficult for me. Sure there are some areas like forgetting to distribute negatives when subtracting polynomials that I myself have done plenty of times so those mistakes are easy to plan for. It's the topics that I'm teaching for the first time that are difficult for me since I cannot as easily anticipate those common errors.
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  • 07 Nov 2020 9:42 AM | Anonymous member
    My biggest challenge is moving beyond the way(s) I solve a problem. In our Zoom meeting, we had at least one person from elementary, middle, and high school. It was really interesting how differently we approached the problem (given the time limitations). I really liked the visual from the chapter that identified different ways you might approach a problem (physical, visual, etc) as a reminder to think about solving a problem beyond the way(s) I might.
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