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Enhancing Mathematics Teaching Through Questioning Strategies

Reflecting on practice, categorizing questions, pushing/probing distinction, developing questions in math context, planning for implementation, using a textbook effectively in classroom instruction.

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Enhancing Mathematics Teaching Through Questioning Strategies

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  1. Park City Mathematics Institute

  2. Reflecting on Practice 2012 Day 5 Park City Mathematics Institute

  3. Revisiting Week One • We began by studying questions in existing contexts, using video and transcripts. • We categorized questions and examined their impact on classroom discourse. • Our learning goal is to become more intentional in the questions that we ask. Park City Mathematics Institute

  4. Black and Wiliam • This weekend you read “Working Inside the Black Box” by Black and Wiliam, and “Never Say Anything a Kid Can Say” by Reinhart. • Take a few minutes to: • Introduce yourself to your new tablemates • As a table, discuss what you thought was the main point of each article Park City Mathematics Institute

  5. Pushing and Probing • There are many fruitful ways to classify questions. • We want to use Black and Wiliam’s pushing/probing distinction as the overarching framework that we use to think about questions. Park City Mathematics Institute

  6. Today we are going to start from a math context, and develop our own questions. • We are going to focus on Systems of Equations, which is in the 8th grade CCSSM, but has typically appeared in an HS Algebra 1 course. Park City Mathematics Institute

  7. Planning for Implementation I Working In Pairs: • What are 3 learning goals related to solving systems of linear equations in two variables. i.e. What do you want students to know and be able to do? Consider: What common errors and problems would you expect to encounter in teaching students about systems of equations? Park City Mathematics Institute

  8. At Your Table: • Reach consensus on 3 to 5 goals. • Describe or show evidence of what students would do, say, or write to demonstrate each goal. • Record on chart paper. Park City Mathematics Institute

  9. With Your Table • develop questions to probe student thinking and to push students towards your learning goals… Park City Mathematics Institute

  10. but there is a twist… Park City Mathematics Institute

  11. You will be assigned a textbook. • You are expected to use the textbook as much as possible. • The textbook must form the basis of your classroom instruction. Park City Mathematics Institute

  12. With your table, agree on a lesson from the chapter on systems of equations • Focus on this lesson, as well as the lessons immediately before and after, so that you know where students are coming from, and where they are going next. • Read and make notes on what you find – if you would like, we are providing a handout to help you organize your thoughts. Park City Mathematics Institute

  13. Make a list of 3-4 pushing and probing questions that you could use with the textbook to help students achieve your learning goals. • How can you build on the questions that the book already asks? • What are you going to ask that is NOT already being asked by the book and why? Park City Mathematics Institute

  14. Debrief • What did you learn from using a textbook? Park City Mathematics Institute

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