Chapter 4

Using Questioning in
Mathematics
Instruction
Using Questioning in Mathematics Instruction

In the first 3 chapters of this

module, you focused on the creation
of powerful questions in a general
sense.
We’re now going to look at designing
questions through the lens of
mathematics.
Using Questioning in Mathematics Instruction

We’re going to begin by looking at three

question types:

• Focusing
• Assessing
• Advancing
Using Questioning in Mathematics Instruction

And…

• What they are

• What they do
• What they sound like
Using Questioning in Mathematics Instruction

Questions
that Focus
Thinking—
Using Questioning in Mathematics Instruction

Questions
that Focus
Thinking—

What they
are…
Using Questioning in Mathematics Instruction

Questions
that Focus • Establish
Thinking— context

What they • Orient and

are… define
Using Questioning in Mathematics Instruction

Questions
that Focus
Thinking—

What they
do…
Using Questioning in Mathematics Instruction

Questions • Talk about issues

outside of math in
that Focus order to enable links
Thinking— to be made with
mathematics

What they • Help students focus

on key elements or
do… aspects of the
situation in order to
enable problem-
solving
Using Questioning in Mathematics Instruction

Questions
that Focus
Thinking—

What they
sound like…
Using Questioning in Mathematics Instruction

Questions • What is the problem

asking you?
that Focus
• What is important
Thinking— about this?
• What games have
you played where you
What they used…?
sound like… • What is a…?
(reference to
context of problem.)
Using Questioning in Mathematics Instruction

Questions
that Assess
Thinking—
Using Questioning in Mathematics Instruction

Questions
that Assess
Thinking—

What they
are…
Using Questioning in Mathematics Instruction

• Gather information,
Questions lead students
through their
that Assess method/process
Thinking— • Insert/use
terminology or
vocabulary of
What they mathematics

are… • Probe to get

students to explain
their thinking
Using Questioning in Mathematics Instruction

Questions
that Assess
Thinking—

What they
do…
Using Questioning in Mathematics Instruction

• Ask students to
articulate, elaborate, or
Questions clarify ideas
that Assess • Enable correct
Thinking— mathematical language
to be used to talk about
them
• Rehearse known
What they facts/procedures.
Enable students to
do… state facts/procedures
used
• Requires immediate
answer
Using Questioning in Mathematics Instruction

Questions
that Assess
Thinking—

What they
sound like…
Using Questioning in Mathematics Instruction
• How could you record
what you just told me?
Questions • How could you use a ___
that Assess to help you record what
is happening?
Thinking— • How did you get your
answer?
• How do you know you are
What they correct?

sound like… • What is this called?

• How would you use an
equation to record what
you just told me?
Using Questioning in Mathematics Instruction

Questions
that
Advance
Thinking—
Using Questioning in Mathematics Instruction

Questions
that Advance
Thinking—

What they
are…
Using Questioning in Mathematics Instruction

Questions • Explore
mathematical
that Advance meanings and/or
Thinking— relationships
• Extend thinking
What they • Link and apply
are… learning
Using Questioning in Mathematics Instruction

Questions
that Advance
Thinking—

What they
do…
Using Questioning in Mathematics Instruction

• Extend the situation

Questions under discussion to
other situations where
that Advance similar ideas may be used

Thinking— • Make links between

mathematical ideas and
representations
• Point to relationships
What they among mathematical
ideas and among
do… mathematics and other
areas of study/life
Using Questioning in Mathematics Instruction

Questions
that Advance
Thinking—

What they
sound like…
Using Questioning in Mathematics Instruction
• How would this work
with other numbers?
Questions • How do you know
that Advance whether or not this
pattern always works?
Thinking— • In other situations, how
would you apply this?
• How are ___ and ___
What they related?

sound like… • What other patterns do

you see?
• Where else have we
used this?
 An important note about
questions to advance thinking…
 An important note about
questions to advance thinking…
Don’t let the word
“advance” fool you.
These questions are
about moving a
student’s thinking.
They are for all
learners,
learners not just our
“gifted” or “advanced”
learners.
Now it’s time to have some fun
with math!!!
Now it’s time to have some fun
with math!!!
Read through
the next
three slides.
Then go to the
assignments
section for
further
directions.
The Candy Box Factory Task
The manufacturer of
“Chocolate Delites” wants to
redesign their one-pound box.
There are 36 square
“Delites” in each pound. In
order to be cost-effective,
the box must be rectangular
in shape and hold a single
layer of candies.
The Candy Box Factory Task

1) What are some ways you

could design the box to hold
the 36 candies?
2) How did you represent the
boxes in each of your
designs?
3) Which box is your favorite
design and why?
The Candy Box Factory Task
 Solve this task yourself so you
are familiar with what the
learner is being asked to do.
 Go to the assignments link for
Chapter 4: Mathematics for
directions on practicing
creating questions for students
to FOCUS, ASSESS, and
ADVANCE thinking on this task.