Analyzing Math Questioning Strategies in 8th Grade Algebra

This assignment delves into effective math questioning strategies tailored for 8th-grade algebra, aligning with the New Jersey Student Learning Standards. It outlines learning objectives focused on enhancing students' understanding of algebraic concepts, critical thinking, and problem-solving skills. The assignment presents five probing questions designed for pre-assessment and formative assessment, covering topics like factoring algebraic equations, solving for variables, understanding mathematical symbols, using graphs to solve linear equations, and applying the Pythagorean Theorem. The reflection section emphasizes the importance of questioning strategies in stimulating students' thought processes, encouraging interactive classroom discussions, and improving their understanding of curriculum content. It highlights how teachers can use student responses to evaluate the effectiveness of learning activities and curriculum materials. References to relevant research papers are also included, supporting the importance of questioning in math education.

Math Questioning Strategies
Part 1: Questioning Strategies
Math standard (in the area of algebra): State of New Jersey Department of Education (2020), Mathematics (K-12) Curriculum
Grade level: 8th grade (K-12) students
Learning objectives (State of New Jersey Department of Education, 2020):
 To enhance students’ overall understanding of foundational as well as algebraic skills and concepts required for complying
with the mathematical standards prevalent in future high school level curriculum and academic mathematical courses.
 To enhance and stimulate students’ critical thinking skills with respect to application of application of algebraic concepts for
solving linear and polynomial equations as well as for implementation in specific functions, that is, the Pythagoras Theorem.
 To enhance skills for solving two systems of linear equations comprising of two variables of algebra.
 To enhance kills required for application of algebraic equations by encouraging students to plot the acquired linear equations
on a graph.
 To enhance students’ comprehensive and critical thinking skills required for comparison between two functions of linear
equations which have been represented in various forms, that is, via graphs, algebra, and numeric of verbal expression.
 To enhance students’ critical thinking and practical problem solving skills by teaching the usage of algebraic expressions in
real life scenarios such as the Pythagoras Theorem.
Five probing questions that can be used as pre-assessment and formative assessment questions:
1. Factor the given algebraic equations: 3x + 9, 4y + 16, 5z + 50, 6y – 12.
2. If 15/x = 6/20, then what is the value of ‘x’ OR if y/2 = 18/y, then what is the value of ‘y’?
3. Give the meanings of the following symbols found commonly in algebraic equations: ≠ , ≤ , > , =>
4. Use graphs to solve the following linear equation : y = 4x + 1, y = 5x
5. The lengths of the base of a trapezoid is given to be ‘x’ and ‘y’, while its height is given to be ‘h’. It is given that the formula of
calculating the area (A) of a trapezoid is A = ½(x + y) × h. Calculate the area given that h = 30 mm, x = 34 cm and y = 23 cm.

Part 2: Reflection
Thus, as demonstrated above, this exercise provided an interesting and enriching insight into the usage and application of questioning
as a key learning and teaching strategy. Probing teaching methods like questioning strategies are particularly beneficial in encouraging
students to explore the components of the given learning content. This is because of the ability of questioning strategies to facilitate
and stimulate student’s thought process by encouraging them to ask or critique what is being taught to them. This in turn, stimulates
student’s thinking and cognitive skills in terms of critical thought and problem solving (Dös et al., 2016). By incorporating learning
and curriculum content in the form of interesting questions, teachers assist students in not only understanding the key requirements
and instructions of the given activity but also in enhancing their awareness concerning the key learning outcomes which they are
expected to achieve. Thus, it is evident that questioning strategies, via encouraging students to question, critique and share their ideas,
paves the way for interactive and cooperative classroom discussions as well as simultaneously empowering students to actively and
confidently express their ideas (McCarthy et al., 2016).
Thus, from the above, it can be implied that not only do questioning strategies improve skills of critical thinking but also students
clarify their doubts and in turn, improve their understanding of relevant instructions resources and curriculum. This aspect of
questioning strategies also assist teachers in not just identifying students’ learning competencies but also in evaluating the
effectiveness of a curriculum. When a particular instructional resource or curriculum content facilitates extensive questioning by
students, teachers, by evaluating the content and nature of their questions, will be able to clarify whether the learning activity is
thought provoking or too difficult (Bean, 2017).
References

Bean, T. W. (2017). Classroom questioning strategies: Directions for applied research. In The psychology of questions (pp. 335-358).
Routledge.
Dös, B., Bay, E., Aslansoy, C., Tiryaki, B., Çetin, N., & Duman, C. (2016). An Analysis of Teachers' Questioning
Strategies. Educational Research and Reviews, 11(22), 2065-2078.
McCarthy, P., Sithole, A., McCarthy, P., Cho, J. P., & Gyan, E. (2016). Teacher questioning strategies in mathematical classroom
discourse: A case study of two grade eight teachers in Tennessee, USA. Journal of Education and Practice, 7(21), 80-89.
State of New Jersey Department of Education. (2020). New Jersey Student Learning Standards for Mathematics | Grade 8. Retrieved
11 February 2020, from https://www.state.nj.us/education/cccs/2016/math/g08.pdf.