Good questions are particularly suitable for this because they have the potential to create children more alert to what they do know and what they do not know. That is, students can become alert to where their understanding is incomplete. The sooner question about area and perimeter showed that by considering area and perimeter together the student is manufactured alert to the fact the region can transform even although perimeter is fixed. The very act of trying to complete the question can help children gain a much better understanding of the concepts involved. The manner in which some children went about answering the next question illustrates this point.
James and Linda measured the size 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 talk about this question in groups 2021 Neco mathematics questions and answers. 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 on levels of accuracy, agree on how 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, measure 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, just how students react to good questions may also 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 see that the kids did learn how to use an instrument to measure accurately. Thus we could see so good questions are useful as assessment tools, too.
Several Acceptable Answers
Lots of the questions teachers ask, especially during mathematics lessons, have only one correct answer. Such questions are perfectly acceptable, but there are many other questions that have multiple possible answer and teachers should create a point of asking these, too. Each of the good questions that we 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 levels of sophistication where individual students might respond. It’s characteristic of such good questions that every student may make a valid response that reflects the extent of their understanding. Since correct answers can get at numerous levels, such tasks are particularly befitting mixed ability classes. Students who respond quickly at a superficial level could be asked to find alternative or more general solutions. Other students will recognize these alternatives and visit a general solution.
In this informative article, we’ve looked more closely at the three features that categorize good questions. We have seen that the grade of learning is related both to the tasks directed at students and to the grade of questions the teacher asks. Students can learn mathematics better if they work with questions or tasks that require significantly more than recall of information, and where they are able to learn by the act of answering the question, and that enable for a selection of possible answers.