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Post by Judy on Oct 26, 2020 9:06:08 GMT
What is your favourite question to ask in a maths lesson? One of my favourites, well two of them actually, are : What do you notice? What do you wonder? I have attached a document here that lists 100 maths questions. 100 maths questions.docx (18.77 KB) 100 maths questions.docx (18.77 KB) |
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Becky
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Post by Becky on Oct 26, 2020 10:00:13 GMT
I like to ask who's made the greatest mistake and how can you prove to me that you are sure.
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sami
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Post by sami on Oct 26, 2020 10:28:17 GMT
One of my favourite and least questions which I use with absolute caution with pupils who are developing their reasoning and resilience is ‘Are you sure?’ Used at the right time with the right pupil it opens up conversation and deepens their understanding, but mistimed and asked without thought it creates anxiety and lack of self belief. I think often a question is only as good as the timing of asking and the value and support given to the response.
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Post by Caroline on Oct 26, 2020 13:30:29 GMT
Very similar to Sami - I quite often ask 'Have you checked - do you think that answer makes sense?'
I'll ask it whether the answer is right or wrong!
I explain how I often get maths answers wrong, or write it down wrong, and I always try to go back and just check it sounds 'about right'!
It's so easy to make mistakes with place value or decimal places or units of measurement etc and I want to encourage pupils to engage with the question, estimate and self-check.
If it doesn't sound right, it's worth having another try!
But, as Sami says, I don't want to undermine confidence so would use this strategy carefully!
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Jenny
Junior Member
Posts: 50
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Post by Jenny on Oct 26, 2020 18:21:00 GMT
I often ask, 'why are you saying that?' but add in, 'I'm not saying you are wrong' or for a very insecure student 'you are right but why is it right?'
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Post by catherine on Oct 26, 2020 22:23:49 GMT
I often ask the students ‘Can you explain to me how you did that?’ I use the question whether they are right or wrong as, if they have made a mistake, they will usually spot it themselves. If they are correct, quite often they have answered it in a different way to me and they show me their way. I find that it really helps with their confidence.
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Post by bernadette on Oct 26, 2020 22:35:15 GMT
I like to ask '" How did you do that? Can you tell me how?" One of my favourites is (if a pupil is struggling a bit) "which bit of that do you find tricky"? I think it always helps consolidatation, and confidence, when a learner tells you what they have done. Sometimes, if it is not correct, it provides the opportunity to self correct. If there are more than one stage/or steps to a question, I find it it can be useful to hone in precisely on what is causing the problem, rather than the whole thing sometimes.
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Lina
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Post by Lina on Oct 27, 2020 11:11:14 GMT
In a whole class setting, I like asking if anyone worked out a question a different way. I like the 'You know..., therefore what else do you know?'I like the question 'Can you give me a non-exampele of this?' but I haven't used this question as it hasn't been suitable for age of the children I teach. The version I have used is 'Is ... true always/sometimes/never'? When looking at a geometry problem, I ask what facts they know even before we even look at what the question is. They they can make up their own questions about it.
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Post by Katherine on Nov 1, 2020 6:43:49 GMT
I like to ask "What makes you say that?" It is something taken from the 'cultures of thinking' pedagogy. It gives them the opportunity to voice their reasoning, what they may have noticed or observed, and it means they need to try to put those things into words. Often that is very challenging. I like the wording of this question because it takes away from 'right' or 'wrong' and is just asking for what their thought process was.
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Post by John Bayle on Nov 3, 2020 22:01:50 GMT
I strongly discourage the final "answer" being called out, it's all about the journey. How, why, what did you do. What did you notice. What was the same. What was different. I liken a maths question to a wonderful movie or good book which is spoilt with "The End" if the "answer" appears too soon. Goal free problem solving is an effective departure from being right or wrong, since we don't even know what the question is! Just do some maths and enjoy the journey.
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Linda
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Post by Linda on Nov 5, 2020 14:54:04 GMT
I like to use an investigative style of questioning, too. This is building up to negative indices by dividing each subsequent row by the base number:
2^4 = 2 x 2 x 2 x 2 = 16
2^3 = 2 x 2 x 2 = 8
2^2 = 2 x 2 = 4
What is happening?
What comes next?
Why?
What do the next two rows look like?
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Post by Trish Ghirardello on Nov 7, 2020 0:38:10 GMT
Hi Judy
I couldn't get the links to work.
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Post by Judy on Nov 15, 2020 17:19:26 GMT
Some great responses here- and some brilliant questioning going on.
I will post the links onto the padlet so hopefully they will work there.
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