CHAPTER NINE

QUESTION TECHNIQUE

9.1   Objectives

At the end of this chapter, you should be able to:

        i.            define the word question

      ii.            explain the types of question

    iii.            list and explain the characteristics of good question

    iv.            state the principles that teacher observe when asking oral questions

      v.            discuss the functions of mathematics question

    vi.             define exercise in mathematics

  vii.            discuss the functions of mathematics exercise

viii.            enumerate and explain the characteristics of mathematics exercise

9.2   Introduction

The termed questioning method or Socrates method is named after the Greek Philosopher Socrates (470-399 BC) who had reputation of asking questions to make his points. From childhood, man asks question for various reasons among which is to find out or learn new experiences. In mathematics classroom, questions are very vital tools that the teachers and students utilize to teach or to learn.

In this chapter, the characteristics of good question are discussed and also the types of question. Mathematics exercises in mathematics classroom are examined in detail. Emphasis will be given to its functions, purposes and procedures of asking questions and finally the characteristics of exercises.

9.3   What is Question?

Question in a simple term is a linguistic expression used to make a request for information or request made using such an expression. The information requested is provided in the form of an answer. Oral questioning is another very powerful technique in the classroom for the mathematics teacher interacts with the students. It involves the students in the session through thinking and provides you feedback on the level of learning. This question session may be at introduction stage, presentation stage or at conclusion stage. The questions asked by the teacher at any of these stages are not a basic method in the lesson but a means of providing students’ adequate facts and making the facts clearer and understandable. In another direction, questioning may be employed as method of instruction. If the mathematics teacher is very skillful handling of questions, teacher can make an effective and efficient lesson.The technique should not be used for long duration to avoid discouragement from part of the students.

9.4   Types of Questions

Five sorts of questions have been found and divided into two categories: lower questions and higher questions. According to some experts, the lower questions are factual inquiries, whereas the upper ones are thought-provoking questions. These five (5) varieties of inquiries:

1.      Presentation or Teaching Questions: These are utilized during the lesson's introductory phase. They serve to make the instructor and students aware of the topic content.

2.      Pause Questions: Are these types of questions employed to give a helpful pause throughout a class and ascertain that pupil are paying close attention?

3.      Guide Questions: These questions are designed to draw the student's attention to particular aspects of the course. Such questions facilitate keen observation, deft correlation, and precision.

4.      The purpose of summary questions is to review and assess the material delivered.

5.      Drill Questions: These are questions asked at the beginning, throughout, or at the conclusion of the course, and they should be brief, no more than 5 minutes. Such questions require the learner to be vigilant, for instance mental arithmetic sums.

9.5   Qualities of Effective Questions

At all three phases of class education, the primary reason for asking a question is to obtain a response. However, this may only be accomplished if the instructor considers certain actions throughout the question-asking phase. These include:

i.              Clarity: The query should be concise and direct. That is, pupils should be able to comprehend the language used in the questions, which should be simple and familiar.

ii.            Definiteness: The inquiry must restrict the scope of generalizations. As a general rule, questions demanding YES or NO should be avoided as much as possible, as well as elliptical questions, which encourage students to speculate. The question must provoke thought and demonstrate application of acquired information.

iii.          Interest: Questions must be engaging and should elicit zeal and a quest for knowledge.

iv.          Fairness: Questions should be given fairly so that students who are modest, timid, or unmotivated can be encouraged to think critically.

v.            Capability: Questions must be at the students' level. It must be something that pupils can comprehend and undertake.

9.6   Principles of Question Technique

The following are concepts of question approach for interrogation. These include:

i.              Questions must be properly crafted so that students answer with their knowledge and not just yes or no.

ii.            Begin with easy questions, then progress to complicated ones.

iii.          Distribute the questions so that every student may reply.

iv.          Commend a proper response and investigate the cause of an inaccurate response. Always accept the student's response to encourage engagement in the future.

v.            Avoid discouraging pupils by not ridiculing incorrect answers or the remaining students.

vi.          Give the learner time to reflect on the questions posed.

vii.        Explain unknown mathematical terminology, phrases, or words to the pupils.

9.7   Uses of Mathematical Question

As tedious as mathematics may appear, her research has implications for education and our everyday lives as follows:

§  Mathematics problems help us develop analytical thinking.

§  Analytical thinking fosters the ability to research and discover the truth about the surrounding world.

§  Mathematical questions cultivate the ability to reason. Because to locate the solutions, you must consider a comprehensive, cohesive procedure. It may be claimed that mathematics is essential to a child's education since it teaches them to think.

§  Mathematical questions enable us to articulate our thoughts and ideas with clarity, coherence, and precision, allowing us to understand how things function.

§  Mathematical questions boost intelligence. Mathematics is applicable to various disciplines, such as technology, and is pervasive in everyday life.

§  Mathematical questions stimulate the intellect and help us to think more deeply and critically when confronted with complicated challenges.

9.8   What is the definition of Mathematical Exercise?

A mathematics exercise consists of problems whose answers need just regular methods. A learner who has mastered the required skills will be able to follow a clear plan and sequentially apply the techniques in simple stages to arrive at the proper result.

9.9   Qualities of an Effective Mathematics Exercise

Examples of effective mathematical activities are:

§  Foundational Concepts: What are the fundamental mathematical notions or concepts that students must understand?

§  Mathematical Abilities: What abilities must students possess to demonstrate proficiency?

§  Important Questions: What are the essential questions that connect the fundamental ideas with the necessary skills? Students' contributions to the problem will provide answers to the crucial questions.

§  Statement Prompt: Provides students with a phrase or paragraph describing the problem and the solution.

9.10 The Purposes of Mathematical Exercise

i.        A successful mathematical exercise increases mathematics learning and becomes a routine component of continuous classroom activity, as opposed to an interruption. Assessment is not only the culmination of a learning cycle. Rather, it is an integral component of instruction that promotes and facilitates further study. Listening to pupils, observing them, and interpreting what they say and do are included. Observing pupils' work, especially with very young children, can reveal elements of thinking that are not touched by written or oral activities.

ii.      A good mathematical exercise also aids in lesson planning and instructional decision-making, allowing teachers to identify multiple assessment opportunities. Questions such as the ones below become a standard part of the educator's planning: "What questions am I going to ask?" What will I be observing? "Which activities are most likely to inform me about students' learning?"

iii.    A good mathematical exercise promotes mathematics learning by incorporating tasks that are congruent with, and occasionally identical to, those used in teaching. For instance, if students are learning through articulating their mathematical concepts in writing, their mathematical knowledge is tested in part by requiring them to write about their mathematical ideas. If students’ study in groups, they may also be evaluated in groups. If graphing calculators are utilized in the classroom, they must be available for evaluation.

iv.    A strong mathematics exercise, in addition to projects and other out-of-class work, provides a rich source of evaluation data for drawing conclusions about students' development. Numerous results of classroom engagement, including spoken remarks, written papers, drawings, and computer-generated models, are indications of mathematical learning. Together with information from more formal assessment activities, students and instructors utilize this data to identify the next stages in learning. Activities ranging from a rough draft that demonstrates the utilization of feedback and constructive criticism as a means of improvement to a polished final result provide evidence of mathematical learning.

Student Activity

i.           What is Exercise in mathematics

ii.         List the characteristics of good exercise in mathematics

iii.       What are functions of questioning?

iv.       List all kinds of questions you know and explain two

v.         State four characteristics of good questions

vi.       What are principles a mathematics teacher should follow when asking question?

9.11 Summary

Questioning is process in which the teacher makes a statement and asks higher order to lead the learner to see the limitations in such learner. However, five types of questions areidentified; presentation or teaching, pause, guide, summary and drill questions. Equally, the question assists the teacher to know the previous task learnt. A good question is expected to be clear, definite, interest and fair distributed.

A mathematical exercise is questioning whose solution involves only routine procedures. Good exercise is expected to involve core concept, essential, mathematical skills and statement prompts. A good mathematical exercise enhances better learning and assists in planning lessons and also making instructional decisions.

References

Adjai, R. (1980). Principles and practice of teaching, London: George Allen and Unwin

National Teachers’ Institute (2010). Manual on education methods for the Induction of Newly Recruited Teachers. Published N.T.I. Kaduna.