Good questions are particularly ideal for this because they have the potential to create children more conscious of what they do know and what they cannot know. That is, students can become conscious of where their understanding is incomplete. The sooner question about area and perimeter revealed that by considering area and perimeter together the student is made conscious of the truth that the area can transform even though the perimeter is fixed. The very act of trying to accomplish the question can help children gain an improved 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. They suggested many different plausible explanations and were then asked to suggest what they want to consider when measuring length 2021 Neco mathematics obj and theory answers. Their list need certainly to acknowledge quantities of accuracy, acknowledge how 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 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 have discussed, the way students respond to good questions also can show the teacher if they understand the style and can give a clear indication of where further work is needed. If Linda’s teacher had not presented her with the good question she would have thought Linda totally understood the concepts of area and perimeter. In the above example, the teacher could observe that the kids did understand how to use a guitar to measure accurately. Thus we could see so good questions are useful as assessment tools, too.
Several Acceptable Answers
Many 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 that have multiple possible answer and teachers should create a point of asking these, too. Each of the good questions that individuals have already looked over has several possible answers. As a result of this, these questions foster higher level thinking because they encourage students to develop their problem-solving expertise at the same time since they are acquiring mathematical skills.
You will find different quantities of sophistication of which individual students might respond. It’s characteristic of such good questions that each student may make a valid response that reflects the extent of these understanding. Since correct answers can get at numerous levels, such tasks are particularly befitting mixed ability classes. Students who respond quickly at a superficial level may be asked to find alternative or more general solutions. Other students will recognize these alternatives and visit a general solution.
In this information, we have looked more closely at the three features that categorize good questions. We’ve seen that the caliber of learning is related both to the tasks fond of students and to the caliber of questions the teacher asks. Students can learn mathematics better if they focus 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.