One of my students always comments on me asking ‘why’ after they decide on a specific calculation for a maths problem. The reason I do this is to help the student break down the question into smaller individual tasks and ensure they understand the reasons they are doing each step. Furthermore, asking ‘why’ prompts them to explain their thinking processes back to me. If they are able to explain it, this is a good indicator that they understand it.
I often find that students themselves may think that they understand something that they do not fully. This often comes around due to rote learning, specifically for maths, where they learn the process to do something but not really the reason why this process is the way it is. However, this understanding is an integral part of learning because it reinforces the requirement for critical thinking when it comes to a new question that may need a slightly different process. For example, in algebra, most students learn that you must do the opposite calculation to both sides of the equation, then the number will disappear. But what is happening is that we are making this part of the equation equal to zero (for subtraction and addition) or one (for division and multiplication), and we need to do the same thing to the other side to keep the equation unchanged. Explaining algebra to students in this way allows them to relate processes they have done in the past (such as simplifying fractions) to a new idea. Furthermore, it allows them to apply it to new situations, such as if I were to ask how to ‘remove’ a power, or when there are different numbers involved.
Thus, I believe it is essential to always ask ‘why’.
Riva Burkett
