Students Find out by simply Giving an answer to your Mathematics Question along with Lecturers Study from your Students’Attempts.

Good questions are particularly suited to this because they’ve the potential to make children more aware of what they do know and what they don’t know. That is, students can become aware of where their understanding is incomplete. The sooner question about area and perimeter indicated that by contemplating area and perimeter together the student is made aware of the fact that the region may change even although perimeter is fixed. The act of trying to accomplish the question might help children gain a better understanding of the concepts involved. The manner in which some children went about answering these question illustrates this point.

James and Linda measured along 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 want to consider when measuring length. Their list need to acknowledge quantities 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 between the yardsticks, measure 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 have discussed, just how students answer good questions may also show the teacher when they understand the idea and can give a clear indication of where further work is needed 2021 Neco mathematics obj and theory answers. If Linda’s teacher hadn’t presented her with the nice question she’d have thought Linda totally understood the concepts of area and perimeter. In the above example, the teacher could see that the children did discover how to use a guitar to measure accurately. Thus we can 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 several possible answer and teachers should make a point of asking these, too. All the good questions that individuals have previously looked over has several possible answers. Due to this, these questions foster higher level thinking since they encourage students to develop their problem-solving expertise at once as they are acquiring mathematical skills.

You can find different quantities of sophistication where individual students might respond. It is characteristic of such good questions that each student may make a valid response that reflects the extent of their understanding. Since correct answers can be given at numerous levels, such tasks are particularly appropriate for mixed ability classes. Students who respond quickly at a superficial level could be asked to consider alternative or more general solutions. Other students will recognize these alternatives and search for 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 directed at students and to the caliber of questions the teacher asks. Students can learn mathematics better when they focus on questions or tasks that need a lot more than recall of information, and from which they could learn by the act of answering the question, and that enable for a range of possible answers.

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