Good questions are particularly suited to this because they have the potential to make children more aware of what they do know and what they cannot know. That is, students can be aware of where their understanding is incomplete. The sooner question about area and perimeter revealed that by considering area and perimeter together the student is manufactured aware of the fact that the area can alter even although perimeter is fixed. The act of trying to perform the question might help children gain a better understanding of the concepts involved. The way some children went about answering the following question illustrates this point.
James and Linda measured the length of 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 number of plausible explanations and were then asked to suggest what they need to consider when measuring length. Their list need certainly to agree with quantities of accuracy, agree with where 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 facets of measurement, and thus learned by doing the task.
As we’ve discussed, the way in which students respond to good questions can also show the teacher should they understand the style and can give a clear indication of where further work is needed 2021 Neco mathematics runz. If Linda’s teacher had not presented her with the nice question she would have thought Linda totally understood the concepts of area and perimeter. In the above mentioned example, the teacher could note that the children did discover 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
Many of the questions teachers ask, especially during mathematics lessons, have only one correct answer. Such questions are perfectly acceptable, but there are numerous other questions which have multiple possible answer and teachers should create a point of asking these, too. All the good questions that individuals have looked over has several possible answers. As a result of this, these questions foster higher level thinking because they encourage students to produce their problem-solving expertise at the same time as they are acquiring mathematical skills.
You will find different quantities of sophistication at which individual students might respond. It is characteristic of such good questions that every student could make a valid response that reflects the extent of the understanding. Since correct answers can be provided with at several levels, such tasks are particularly appropriate 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 search well for a general solution.
In this informative article, we’ve looked more closely at the three features that categorize good questions. We’ve seen that the quality of learning is related both to the tasks directed at students and to the quality of questions the teacher asks. Students can learn mathematics better should they work on questions or tasks that want significantly more than recall of information, and where they are able to learn by the act of answering the question, and that allow for a range of possible answers.