Good questions are particularly suitable for this because they’ve the potential to create children more conscious of what they do know and what they do not know. That’s, students may become conscious of where their understanding is incomplete. The earlier question about area and perimeter showed that by considering area and perimeter together the student is made conscious of the fact that the region may change even though the perimeter is fixed. The very act of trying to perform the question will help children gain a much better understanding of the concepts involved. The manner in which 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 go over this question in groups 2021 Neco mathematics runz. They suggested a variety of plausible explanations and were then asked to suggest what they require to think about when measuring length. Their list need certainly to agree on quantities 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, measure the shortest distance in a direct 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 respond to good questions may also show the teacher when they understand the style and can offer a clear indication of where further work is needed. If Linda’s teacher hadn’t presented her with the nice question she would have thought Linda totally understood the concepts of area and perimeter. In the above example, the teacher could note that the kids did learn how to use an instrument to measure accurately. Thus we are able to see that good questions are useful as assessment tools, too.
Several Acceptable Answers
Most of the questions teachers ask, especially during mathematics lessons, have just one correct answer. Such questions are perfectly acceptable, but there are numerous other questions which have multiple possible answer and teachers should make a point of asking these, too. All the good questions that individuals have already viewed has several possible answers. Because of this, these questions foster higher level thinking simply because they encourage students to produce their problem-solving expertise at once since they are acquiring mathematical skills.
You will find different quantities of sophistication where individual students might respond. It is characteristic of such good questions that each student could 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 appropriate for mixed ability classes. Students who respond quickly at a superficial level may be asked to consider alternative or even more general solutions. Other students will recognize these alternatives and search well for 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 directed at students and to the caliber of questions the teacher asks. Students can learn mathematics better when they focus on questions or tasks that want more than recall of information, and where they could learn by the act of answering the question, and that allow for a range of possible answers.