Here are some questions that I was given by the math coach at our school. These questions are design to promote accountable talk in the our Math Classrooms.
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How have you shown your
thinking? (picture, model, number, sentence)
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Which way (picture,
model, number, sentence) best shows what you know?
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How have you used math
words to describe your experiences?
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How did you show it?
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How would you explain ________
to a student in Grade ___?
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What mathematics were
you investigating?
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What questions arose as
you worked?
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What were you thinking
when you made decisions or selected strategies to solve the problem?
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What changes did you
make to solve the problem?
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What was the most
challenging part of the task? And why?
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How do you know?
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How does knowing
__________ help you to answer the question _______________?
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What does this make you
think of?
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What other math can you
connect with this?
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When do you see this
math at home? At school?
In other places?
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Where do you see _______
at school? At home? Outside?
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How is this like
something you have done before?
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What else would you like
to find out about _____?
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How do you feel about
math?
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What does this math
remind you of?
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How did you solve the
problem?
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What did you do?
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What strategy did you
use?
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What math words did you
use or learn?
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What were the steps
involved?
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What did you learn
today?
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What would happen if…?
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What decisions can you
make from the pattern that you discovered?
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How else might you have
solved the problem
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Will it be the same if
we use different numbers?
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Prove that there is only
one possible answer to this problem!
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Convince me!
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Tell me what is the
same? Different?
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How do you know?
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This is a great resource for all subjects really, and has many different uses, from creating tests to practice questions. Thanks for sharing
ReplyDeleteI really like these questions, even for senior mathematics. Sometimes students get so caught up in following steps or using a formula that they forget what they are actually doing with the numbers in the question or what they are actually finding (i.e. what differentiating velocity to find the acceleration actually means).
ReplyDeleteBy getting students to think about the process as a puzzle instead of a series of steps, you can encourage higher-order thinking, and possibly even some intriguing questions. (i.e. "what would happen if.." could help students come up with ideas and "where have we seen this before" could help students make connections to things they have previously learned or outside topics.)
I totally agree with what you said about students getting caught up with using formulas. A lot of my classmates got through physics class by just plugging numbers into equations without having a clue as to what the actual concepts behind the equation were. It's important to make learning about understanding rather than about performing well on an assessment.
DeleteFantastic questions, thanks for sharing. I really like how these types of questions go beyond just knowing the answer. It really forces students to think and prove they know the answers..
ReplyDeleteThanks for sharing these questions! Questioning is a key skill for educators to have in order to bring out students' potential and really get them thinking. It's usually by asking questions we can get our students to arrive at the answers themselves. Just the right type of question can provide us valuable insights into the student understanding of concepts.
ReplyDelete