Good questions are particularly ideal for this because they’ve the potential to produce children more conscious of what they do know and what they cannot know. That is, students can be 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 created conscious of the fact that the location can alter even although perimeter is fixed. The very act of trying to accomplish the question will help children gain a better knowledge of the concepts involved. The way some children went about answering these 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 discuss this question in groups. 2021 Neco mathematics expo They suggested a variety of plausible explanations and were then asked to suggest what they want to take into account when measuring length. Their list need certainly to agree on degrees of accuracy, agree on where 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 direct 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, the way students answer good questions also can show the teacher if they understand the concept and can provide a clear indication of where further work is needed. If Linda’s teacher had not presented her with the great question she’d have thought Linda totally understood the concepts of area and perimeter. In the above mentioned 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

Most 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 more than one possible answer and teachers should create a point of asking these, too. Each of the good questions that individuals have previously viewed has several possible answers. Due to this, these questions foster higher level thinking simply because they encourage students to produce their problem-solving expertise at once as they are acquiring mathematical skills.

You can find different degrees of sophistication at which individual students might respond. It’s characteristic of such good questions that all student will make a valid response that reflects the extent of their understanding. Since correct answers can be given at a number of levels, such tasks are particularly right for mixed ability classes. Students who respond quickly at a superficial level could be asked to consider alternative or maybe more general solutions. Other students will recognize these alternatives and visit a general solution.

In this article, we’ve looked more closely at the three features that categorize good questions. We’ve 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 if they focus on questions or tasks that require a lot more than recall of information, and from which they can learn by the act of answering the question, and that enable for a selection of possible answers.