Math Interview Questions

Content of Interview In this interview I focused on asking the students questions that assess different types of mathematical approaches. For instance, I asked questions pertaining mental math, adding, subtracting, putting numbers in order from least to greatest, and word problems. I wanted to address the different aspects of math in order to have a better understanding of what type of level is the student performing in. Throughout the interview, I saw that the students used his strategies to solve the math problem. He did not use standard algorithm computation to solve mathematical problems. Furthermore, when I was conducting the interview the students in the class were learning how to round and estimate numbers. The student probably used …show more content…
Josue was willing to explain thoroughly how he solved his problem based on the strategy he was using. Moreover, I noticed that he’s reassurance of why he knew he’s answer was correct was based upon the strategy he used. I feel that he didn’t know why the answer was correct rather just rely on the strategy that he was utilizing. The student was somehow excited to be recorded, but he was kind of disappointed because he was going to miss ancillary time. Moreover, when I was asking the student a hard question that he did not know how to solve he became persistence with the idea that the question was too hard for him. Furthermore, I tried to ask him questions such as how would he solve the question to have an idea of whether he was correct or …show more content…
For instance, when I asked him to solve some mental multiplication problems he seemed as he lost sense of what he needed to do. The student told me, “That’s too hard for me to solve”. Then I as a teacher asked him of what he will think to do first to solve the problem. He later responded to use a place value table to solve the problem, but he still seemed kind of lost. Then he told me to add 0+3 to get the answer which was way off from what you do in a multiplication problem. Furthermore, I noticed that the student understands what multiplication means. For example, when I asked him what he could do to solve 50 times three he responded, “I can add 50 three times. In addition, when I asked him to solve the word problem that asked, “how much money will you need to buy 3 packets of crayons at 1.98 each,” I saw that he solved the problem by adding rather than multiplying. Furthermore, I feel that the student needs to be exposed to more multiplication problems in order to feel comfortable solving problems using