Good questions are particularly ideal for this because they’ve the potential to make children more conscious of what they do know and what they do not know. That is, students may become conscious of where their understanding is incomplete. The sooner question about area and perimeter showed that by contemplating area and perimeter together the student is made conscious of the truth that the region can alter even although perimeter is fixed. The act of trying to complete the question might help children gain an improved comprehension of the concepts involved. The way some children went about answering these question illustrates this point.
James and Linda measured the size 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 number of plausible explanations and were then asked to suggest what they require to think about when measuring length. Their list have to agree on levels 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 involving the yardsticks, measure the shortest distance in a straight line.
By answering the question the students established for themselves these essential areas of measurement, and thus learned by doing the task.
As we’ve discussed, the way in which students respond to good questions may also show the teacher if they understand the style and can give a clear indication of where further work is needed. If Linda’s teacher hadn’t presented her with the good question she’d have thought Linda totally understood the concepts of area and perimeter 2021 Neco mathematics expo. In the above example, the teacher could note that the kids did understand how to use a guitar to measure accurately. Thus we can 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 1 correct answer. Such questions are perfectly acceptable, but there are many other questions that have several possible answer and teachers should make a point of asking these, too. Each of the good questions that individuals have already looked over has several possible answers. Due to this, these questions foster higher level thinking because they encourage students to produce their problem-solving expertise at the same time frame 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 all student will make a valid response that reflects the extent of their 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 could be asked to find alternative or maybe more general solutions. Other students will recognize these alternatives and search for a general solution.
In this 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 more than recall of information, and where they could learn by the act of answering the question, and that enable for a range of possible answers.