Good questions are particularly suited to this because they have the potential to create children more conscious of what they do know and what they cannot know. That is, students may become conscious of where their understanding is incomplete. The earlier question about area and perimeter showed that by contemplating area and perimeter together the student is made conscious of the truth that the region may change even although the perimeter is fixed. The very act of trying to accomplish the question might help children gain a much better knowledge of the concepts involved. The manner in which some children went about answering these question illustrates this point.
James and Linda measured the size 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 2021 Neco mathematics questions and answers. They suggested many different plausible explanations and were then asked to suggest what they need to consider when measuring length. Their list have 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, measure 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, just how students answer good questions may also show the teacher if they understand the idea and can offer 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 aforementioned example, the teacher could observe that the kids did learn how to use an instrument 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 only 1 correct answer. Such questions are perfectly acceptable, but there are numerous other questions which have several possible answer and teachers should create a point of asking these, too. All the good questions that people have looked at has several possible answers. As a result of this, these questions foster higher level thinking because they encourage students to produce their problem-solving expertise at the same time frame since they are acquiring mathematical skills.
You can find different levels of sophistication where individual students might respond. It’s characteristic of such good questions that each and every student could make a valid response that reflects the extent of their understanding. Since correct answers can be provided with at several levels, such tasks are particularly appropriate for mixed ability classes. Students who respond quickly at a superficial level could be asked to look for alternative or maybe more general solutions. Other students will recognize these alternatives and search well for a general solution.
In this information, 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 directed at students and to the grade of questions the teacher asks. Students can learn mathematics better if they work on questions or tasks that require a lot 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 range of possible answers.