Good questions are particularly suited to this because they’ve the potential to produce children more alert to what they do know and what they cannot know. That is, students can become alert to where their understanding is incomplete. The earlier question about area and perimeter showed that by considering area and perimeter together the student is created alert to the fact the area can change even although perimeter is fixed. The very act of trying to complete the question will help children gain a much better knowledge of the concepts involved. The way some children went about answering the next question illustrates this point.
James and Linda measured along the basketball court. James said that it was 25 yardsticks long, and Linda said that 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 require to think about when measuring length. Their list have to agree on quantities of accuracy, agree on the place to start and finish, and the significance of starting at the zero on the yardstick, avoid overlap at the ends of the yardsticks, avoid spaces involving the yardsticks, gauge 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, the way students react to good questions also can show the teacher if they understand the style and can provide a clear indication of where further work is needed. If Linda’s teacher had not presented her with the good question she would have thought Linda totally understood the concepts of area and perimeter. In the aforementioned example, the teacher could observe that the children did understand how to use a guitar to measure accurately. Thus we are able to see so good questions are useful as assessment tools, too.
Several Acceptable Answers
Lots of the questions teachers ask, especially during mathematics lessons, have just one correct answer. Such questions are perfectly acceptable, but there are many other questions which have several possible answer and teachers should create a point of asking these, too 2021 Neco mathematics expo. All the good questions that we have already looked over has several possible answers. Because of this, these questions foster higher level thinking since they encourage students to develop their problem-solving expertise at the same time because they are acquiring mathematical skills.
There are different quantities 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 get at a number of levels, such tasks are particularly right for mixed ability classes. Students who respond quickly at a superficial level may be asked to look for alternative or maybe more general solutions. Other students will recognize these alternatives and visit a general solution.
In this information, 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 fond of students and to the caliber of questions the teacher asks. Students can learn mathematics better if they work on questions or tasks that want more than recall of information, and that they are able to learn by the act of answering the question, and that allow for a range of possible answers.