Book Study Instructions

We are currently reading "From Reading to Math" by Maggie Siena.

Please answer the questions below for each chapter by adding a comment. Contribute to the discussion by replying to at least 2 other comments. Please don't forget to reference page and paragraph numbers so we can all follow along!

Schedule for posting:
February: Read and discuss chapters three and four.

Tuesday, January 15, 2013

Chapter 3, Question 3

What other questions could you ask students in math to help them get started, get unstuck, check their work, or go deeper?

9 comments:

  1. Pg. 41, "Does the answer make sense, and did I show my work?" are the two questions I try to get my students to ask themselves. Unfortunately no matter how much I preach this it does not always work and it is very frustrating! I saw this with one student in particular on the Practice Staar test recently. I was ssooo frustrated as she added instead of multiplied and then when I called her up to discuss at small group, she just shrugged her shoulders as to why she didn't show work! Help! I really do not have an answer to this question right now!

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    1. Barbie- I agree that checking their work is a hard concept for students to do. I think they must think they are done when they get the question completed and that is enough work to be shown. % of accuracy would increase if they would check their work once complete.

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  2. When I see body language that indicates confusion, I often go to the child and have them show me what work they have done so far. Very often there is nothing on the paper to even show. There is a mind set of "I should know the answer, even before I write my ohhm statement", and if they don't...paralysis follows.
    I'm thinking as I type(so bear with me) but what usually happens next is that I support them through the steps needed to solve. Helpful, yes, but I feel now it would be more powerful to question them. (supportively of course)What have you tried so far? How did it work? What do we already know?
    I could also wierd them out with a role reversal. Sit in their chair, take their pencil and have them stand next to me (or question me)through the process. It would also give me a chance to model what should go on the paper.
    Just thinking...

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  3. Showing work must have been a punishment in a former life! Or is it that most kids just want to circle the answer and move on. I think things come too easy for our kids and when something is hard they don't know how to handle it. They want me to solve the problem for them. It is so frustrating to sit with a child and ask them what they are thinking and have them shrug. I like Susan's idea of taking the pencil and having them talk me thru the process.

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    1. I think learning facts is especially easy for our kids. It is thinking around these isolated skills that is the problem. This is evident in their spelling grade versus actual spelling in writing.
      I think maybe just talking with a partner to start to solve the problem before anything permanent liking writing occurs.

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  4. That is a concept...checking work. My students don't seem to have trouble getting starting but checking work seems to the question in hand. Today-conversions and elapsed time many students did not go back and check their work. I have it- is the answer they give. If they would just slow down and check work then the outcome would be at a much higher success. I continue to model checking my work when presenting lessons.

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  5. I start with the answer is 2 points and the thinking/checking is 8 points. First this teaches me if they have any number concept. Secondly, it puts the pressure on them to accept responsibility for what is expected from them. Thirdly, I only give a few questions, not 25. This allows time for thinking not just computing. I am trying to conscientiously make written models/posters of what writing my look like.
    My favorite questions are "Where did it last make sense?" and "What are you going to try now instead?"

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  6. What do you know and what is missing? What is the question asking me to find? Give them plenty of prcoessing time and allow them to ask for help. However, do not do the work for them!

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  7. When it comes to asking questions, asking open ended questions seems to put the ownership of making sense of the concept or task back on the student.

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