Good questions are particularly suitable for this because they’ve the potential to produce children more conscious of what they do know and what they don’t know. That is, students may become conscious of where their understanding is incomplete. The sooner question about area and perimeter revealed that by thinking about area and perimeter together the student is manufactured conscious of the truth that the region can alter even although perimeter is fixed. Ab muscles act of trying to complete the question might help children gain a much better knowledge of the concepts involved. The manner in which some children went about answering the next 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 variety of plausible explanations and were then asked to suggest what they need to take into account when measuring length. Their list need certainly to acknowledge degrees of accuracy, acknowledge 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, assess the shortest distance in a straight line.

By answering the question the students established for themselves these essential aspects of measurement, and thus learned by doing the task.

As we have discussed, the way in which students respond to good questions may also show the teacher should they understand the idea and can provide 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 aforementioned example, the teacher could see that the children did understand how to use an instrument to measure accurately. Thus we are able to see so good questions are useful as assessment tools, too.

Several Acceptable Answers

Many 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 which have more than one possible answer and teachers should make a point of asking these, too. All the good questions that we have previously looked over has several possible answers. As a result of this, these questions foster higher level thinking simply because they encourage students to produce their problem-solving expertise at once because they are acquiring mathematical skills.

There are different degrees of sophistication at which individual students might respond. It is characteristic of such good questions that all 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 befitting mixed ability classes. Students who respond quickly at a superficial level can be asked to find alternative or more general solutions. Other students will recognize these alternatives and visit a general solution.

In this short article, we have 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 given to students and to the quality of questions the teacher asks. Students can learn mathematics better should they work on questions or tasks that need more than recall of information, and where they can learn by the act of answering the question, and that enable for a range of possible answers.