Good questions are particularly suited to this because they have the potential to produce children more aware of what they do know and what they cannot know. That’s, students can be aware of where their understanding is incomplete. The earlier question about area and perimeter revealed that by thinking about area and perimeter together the student is created aware of the fact the region may change even although perimeter is fixed. The very act of trying to accomplish the question will help children gain an improved comprehension of the concepts involved. The manner in which some children went about answering these question illustrates this point.

James and Linda measured the length 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 go over 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 need to acknowledge levels of accuracy, acknowledge the place 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, assess the shortest distance in a direct 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 respond to good questions also can show the teacher when they understand the concept and can provide a clear indication of where further work is needed 2021 Neco mathematics runz. If Linda’s teacher hadn’t presented her with the great question she would have thought Linda totally understood the concepts of area and perimeter. In the above mentioned example, the teacher could observe that the youngsters did learn how to use a musical instrument 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 lots of other questions that have multiple possible answer and teachers should make a point of asking these, too. Each of the good questions that we have already viewed has several possible answers. As a result of this, these questions foster higher level thinking since they encourage students to develop their problem-solving expertise at the same time frame because they are acquiring mathematical skills.

There are different levels of sophistication at which individual students might respond. It’s characteristic of such good questions that each and every student will make a valid response that reflects the extent of these understanding. Since correct answers can be given at several levels, such tasks are particularly right for mixed ability classes. Students who respond quickly at a superficial level may be asked to consider 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 given to students and to the grade of questions the teacher asks. Students can learn mathematics better when they focus on questions or tasks that want significantly 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.