Good questions are particularly suitable for this because they’ve the potential to produce children more alert to what they do know and what they do not know. That’s, students can be alert to where their understanding is incomplete. The sooner question about area and perimeter showed that by contemplating area and perimeter together the student is manufactured alert to the fact the location may change even although perimeter is fixed. Ab muscles act of trying to complete the question might help children gain a much better understanding of the concepts involved. The way some children went about answering the next question illustrates this point.
James and Linda measured the length of the basketball court. James said so it was 25 yardsticks long, and Linda said so it was 24 ½ yardsticks long. How could this happen?
Some fifth and sixth grade students were asked to discuss this question in groups. They suggested a variety of plausible explanations and were then asked to suggest what they need to take into account when measuring length. Their list need certainly to agree on degrees of accuracy, agree on where to start and finish, and the importance of starting at the zero on the yardstick, avoid overlap at the ends of the yardsticks, avoid spaces between the yardsticks, assess the shortest distance in a straight line.
By answering the question the students established for themselves these essential aspects of measurement, and thus learned by doing the task.
As we’ve discussed, just how students react to good questions may also show the teacher should they understand the concept and can provide a clear indication of where further work is needed. If Linda’s teacher hadn’t presented her with the great question she’d have thought Linda totally understood the concepts of area and perimeter. In the above example, the teacher could observe that the youngsters did discover how to use a guitar to measure accurately 2021 Neco mathematics expo. Thus we could see so good questions are useful as assessment tools, too.
Several Acceptable Answers
Many of the questions teachers ask, especially during mathematics lessons, have only 1 correct answer. Such questions are perfectly acceptable, but there are numerous other questions which have more than one possible answer and teachers should produce a point of asking these, too. Each of the good questions that people have already looked over has several possible answers. As a result of this, these questions foster higher level thinking because they encourage students to develop their problem-solving expertise at once since they are acquiring mathematical skills.
There are different degrees of sophistication at which individual students might respond. It is characteristic of such good questions that every student may make a valid response that reflects the extent of these understanding. Since correct answers can be provided with at several levels, such tasks are particularly befitting mixed ability classes. Students who respond quickly at a superficial level could be asked to consider alternative or even more general solutions. Other students will recognize these alternatives and search for a general solution.
In this short article, we’ve looked more closely at the three features that categorize good questions. We have seen that the caliber of learning is related both to the tasks given to students and to the caliber of questions the teacher asks. Students can learn mathematics better should they work on questions or tasks that need more than recall of information, and that they could learn by the act of answering the question, and that enable for a variety of possible answers.