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Dan
Dan
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I am teachingwill teach a special class of 10 high school students who are aiming to study math at top universities. The purpose of the class is to increase students' interest and ability in math. There is competition to be admitted into this class. [EDIT: I will teach this class six lessons, each lasting 90 minutes.]

What are pros and cons of requiring students to create their own math questions, and what are some tips to make it work well?

My plan

Each week I will ask each student to create their own math question (and solution). The question should be challenging but the solution should be explanable in a few minutes using high school math. Examples will be provided.

I will collect and distribute the questions to the students, who will then have a few days to work on them. During the next lesson, each student will explain their solution to a randomly chosen question.

To deter students from just copying a question from somewhere, sometimes I will provide more requirements for their question. For example, their question must be:

  • related to one of several geometrical diagrams that I provide;
  • posed as an extension question to one of several questions that I provide; or
  • inspired by a STEP question of their choice.

I am looking for more such ways to deter students from copying a question from somewhere.

Possible pros

This practice might generate interest in math.

  • Students will be encouraged to "play" with math, instead of just trying to answer a question.
  • There may be tacit competition to see who can come up with the most interesting question.
  • Students personally know the creators of the questions, so they may be more interested in finding the answer (compared to, say, facing Exercise 14.3 in a textbook).
  • The questions (which the students will attempt to answer) will probably be neither too easy nor too difficult.

Speaking from personal experience, I have created my own math questions, and this has made me more interested in math. However, I'm not sure if requiring students to create their own questions will make them more interested in math.

I am teaching a special class of 10 high school students who are aiming to study math at top universities. The purpose of the class is to increase students' interest and ability in math. There is competition to be admitted into this class. [EDIT: I will teach this class six lessons, each lasting 90 minutes.]

What are pros and cons of requiring students to create their own math questions, and what are some tips to make it work well?

My plan

Each week I will ask each student to create their own math question (and solution). The question should be challenging but the solution should be explanable in a few minutes using high school math. Examples will be provided.

I will collect and distribute the questions to the students, who will then have a few days to work on them. During the next lesson, each student will explain their solution to a randomly chosen question.

To deter students from just copying a question from somewhere, sometimes I will provide more requirements for their question. For example, their question must be:

  • related to one of several geometrical diagrams that I provide;
  • posed as an extension question to one of several questions that I provide; or
  • inspired by a STEP question of their choice.

I am looking for more such ways to deter students from copying a question from somewhere.

Possible pros

This practice might generate interest in math.

  • Students will be encouraged to "play" with math, instead of just trying to answer a question.
  • There may be tacit competition to see who can come up with the most interesting question.
  • Students personally know the creators of the questions, so they may be more interested in finding the answer (compared to, say, facing Exercise 14.3 in a textbook).
  • The questions (which the students will attempt to answer) will probably be neither too easy nor too difficult.

Speaking from personal experience, I have created my own math questions, and this has made me more interested in math. However, I'm not sure if requiring students to create their own questions will make them more interested in math.

I will teach a special class of 10 high school students who are aiming to study math at top universities. The purpose of the class is to increase students' interest and ability in math. There is competition to be admitted into this class. [EDIT: I will teach this class six lessons, each lasting 90 minutes.]

What are pros and cons of requiring students to create their own math questions, and what are some tips to make it work well?

My plan

Each week I will ask each student to create their own math question (and solution). The question should be challenging but the solution should be explanable in a few minutes using high school math. Examples will be provided.

I will collect and distribute the questions to the students, who will then have a few days to work on them. During the next lesson, each student will explain their solution to a randomly chosen question.

To deter students from just copying a question from somewhere, sometimes I will provide more requirements for their question. For example, their question must be:

  • related to one of several geometrical diagrams that I provide;
  • posed as an extension question to one of several questions that I provide; or
  • inspired by a STEP question of their choice.

I am looking for more such ways to deter students from copying a question from somewhere.

Possible pros

This practice might generate interest in math.

  • Students will be encouraged to "play" with math, instead of just trying to answer a question.
  • There may be tacit competition to see who can come up with the most interesting question.
  • Students personally know the creators of the questions, so they may be more interested in finding the answer (compared to, say, facing Exercise 14.3 in a textbook).
  • The questions (which the students will attempt to answer) will probably be neither too easy nor too difficult.

Speaking from personal experience, I have created my own math questions, and this has made me more interested in math. However, I'm not sure if requiring students to create their own questions will make them more interested in math.

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Source Link
Dan
Dan
  • 1.6k
  • 7
  • 17

I am teaching a special class of 10 high school students who are aiming to study math at top universities. The purpose of the class is to increase students' interest and ability in math. There is competition to be admitted into this class. [EDIT: I will teach this class six lessons, each lasting 90 minutes.]

What are pros and cons of requiring students to create their own math questions, and what are some tips to make it work well?

My plan

Each week I will ask each student to create their own math question (and solution). The question should be challenging but the solution should be explanable in a few minutes using high school math. Examples will be provided.

I will collect and distribute the questions to the students, who will then have a few days to work on them. During the next lesson, each student will explain their solution to a randomly chosen question.

To deter students from just copying a question from somewhere, sometimes I will provide more requirements for their question. For example, their question must be:

  • related to one of several geometrical diagrams that I provide;
  • posed as an extension question to one of several questions that I provide; or
  • inspired by a STEP question of their choice.

I am looking for more such ways to deter students from copying a question from somewhere.

Possible pros

This practice might generate interest in math.

  • Students will be encouraged to "play" with math, instead of just trying to answer a question.
  • There may be tacit competition to see who can come up with the most interesting question.
  • Students personally know the creators of the questions, so they may be more interested in finding the answer (compared to, say, facing Exercise 14.3 in a textbook).
  • The questions (which the students will attempt to answer) will probably be neither too easy nor too difficult.

Speaking from personal experience, I have created my own math questions, and this has made me more interested in math. However, I'm not sure if requiring students to create their own questions will make them more interested in math.

I am teaching a special class of 10 high school students who are aiming to study math at top universities. The purpose of the class is to increase students' interest and ability in math. There is competition to be admitted into this class.

What are pros and cons of requiring students to create their own math questions, and what are some tips to make it work well?

My plan

Each week I will ask each student to create their own math question (and solution). The question should be challenging but the solution should be explanable in a few minutes using high school math. Examples will be provided.

I will collect and distribute the questions to the students, who will then have a few days to work on them. During the next lesson, each student will explain their solution to a randomly chosen question.

To deter students from just copying a question from somewhere, sometimes I will provide more requirements for their question. For example, their question must be:

  • related to one of several geometrical diagrams that I provide;
  • posed as an extension question to one of several questions that I provide; or
  • inspired by a STEP question of their choice.

I am looking for more such ways to deter students from copying a question from somewhere.

Possible pros

This practice might generate interest in math.

  • Students will be encouraged to "play" with math, instead of just trying to answer a question.
  • There may be tacit competition to see who can come up with the most interesting question.
  • Students personally know the creators of the questions, so they may be more interested in finding the answer (compared to, say, facing Exercise 14.3 in a textbook).
  • The questions (which the students will attempt to answer) will probably be neither too easy nor too difficult.

Speaking from personal experience, I have created my own math questions, and this has made me more interested in math. However, I'm not sure if requiring students to create their own questions will make them more interested in math.

I am teaching a special class of 10 high school students who are aiming to study math at top universities. The purpose of the class is to increase students' interest and ability in math. There is competition to be admitted into this class. [EDIT: I will teach this class six lessons, each lasting 90 minutes.]

What are pros and cons of requiring students to create their own math questions, and what are some tips to make it work well?

My plan

Each week I will ask each student to create their own math question (and solution). The question should be challenging but the solution should be explanable in a few minutes using high school math. Examples will be provided.

I will collect and distribute the questions to the students, who will then have a few days to work on them. During the next lesson, each student will explain their solution to a randomly chosen question.

To deter students from just copying a question from somewhere, sometimes I will provide more requirements for their question. For example, their question must be:

  • related to one of several geometrical diagrams that I provide;
  • posed as an extension question to one of several questions that I provide; or
  • inspired by a STEP question of their choice.

I am looking for more such ways to deter students from copying a question from somewhere.

Possible pros

This practice might generate interest in math.

  • Students will be encouraged to "play" with math, instead of just trying to answer a question.
  • There may be tacit competition to see who can come up with the most interesting question.
  • Students personally know the creators of the questions, so they may be more interested in finding the answer (compared to, say, facing Exercise 14.3 in a textbook).
  • The questions (which the students will attempt to answer) will probably be neither too easy nor too difficult.

Speaking from personal experience, I have created my own math questions, and this has made me more interested in math. However, I'm not sure if requiring students to create their own questions will make them more interested in math.

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Source Link
Dan
Dan
  • 1.6k
  • 7
  • 17

What are pros and cons of requiring students to create their own math questions, and what are some tips to make it work well?

I am teaching a special class of 10 high school students who are aiming to study math at top universities. The purpose of the class is to increase students' interest and ability in math. There is competition to be admitted into this class.

What are pros and cons of requiring students to create their own math questions, and what are some tips to make it work well?

My plan

Each week I will ask each student to create their own math question (and solution). The question should be challenging but the solution should be explanable in a few minutes using high school math. Examples will be provided.

I will collect and distribute the questions to the students, who will then have a few days to work on them. During the next lesson, each student will explain their solution to a randomly chosen question.

To deter students from just copying a question from somewhere, sometimes I will provide more requirements for their question. For example, their question must be:

  • related to one of several geometrical diagrams that I provide;
  • posed as an extension question to one of several questions that I provide; or
  • inspired by a STEP question of their choice.

I am looking for more such ways to deter students from copying a question from somewhere.

Possible pros

This practice might generate interest in math.

  • Students will be encouraged to "play" with math, instead of just trying to answer a question.
  • There may be tacit competition to see who can come up with the most interesting question.
  • Students personally know the creators of the questions, so they may be more interested in finding the answer (compared to, say, facing Exercise 14.3 in a textbook).
  • The questions (which the students will attempt to answer) will probably be neither too easy nor too difficult.

Speaking from personal experience, I have created my own math questions, and this has made me more interested in math. However, I'm not sure if requiring students to create their own questions will make them more interested in math.