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 become aware of where their understanding is incomplete. The earlier question about area and perimeter showed that by considering area and perimeter together the student is manufactured aware of the fact the area may change even though the perimeter is fixed. Ab muscles act of trying to complete the question can help children gain a better knowledge 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 talk about this question in groups. They suggested a number of plausible explanations and were then asked to suggest what they want to think about when measuring length. Their list need certainly to agree with levels of accuracy, agree with how 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 areas of measurement, and thus learned by doing the task.
As we’ve discussed, just how students respond to good questions also can show the teacher if they understand the concept and can offer a clear indication of where further work is needed 2021 Neco mathematics questions and answers. 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 example, the teacher could note that the children did understand how to use a guitar to measure accurately. Thus we are able to see that 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 several possible answer and teachers should create a point of asking these, too. Each of the good questions that we have viewed has several possible answers. Due to this, these questions foster higher level thinking because they encourage students to develop their problem-solving expertise at once as they are acquiring mathematical skills.
You can find different levels of sophistication at which individual students might respond. It’s characteristic of such good questions that each student can make a valid response that reflects the extent of these understanding. Since correct answers can get at a number of levels, such tasks are particularly befitting mixed ability classes. Students who respond quickly at a superficial level can be asked to consider alternative or 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’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 if they work on questions or tasks that need more than recall of information, and from which they are able to learn by the act of answering the question, and that allow for a variety of possible answers.