Not "Just Another Brick in the Wall"

Autor/inn/en	Zolkower, Betina A.; Rubel, Laurie H.
Titel	Not "Just Another Brick in the Wall"
Quelle	In: Mathematics Teaching in the Middle School, 21 (2015) 2, S.84-89 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics Instruction; Teaching Methods; Mathematical Concepts; Concept Formation; Grade 8; Public Schools; Middle School Students; Secondary School Mathematics; Case Studies; Problem Solving; Algebra; Visual Aids; New York + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; School year 08; 8. Schuljahr; Schuljahr 08; Public school; Öffentliche Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Case study; Fallstudie; Case Study; Problemlösen; Anschauungsmaterial
Abstract	"Low threshold, high ceiling" tasks are accessible to diverse learners; invite a wide range of approaches; and hold the potential to further challenge, strengthen, and extend everyone's mathematical reasoning. In this article, the authors present a family of Brick Pyramid problems as examples of "low threshold, high ceiling" tasks. By eliciting the practices of noticing and describing patterns and then symbolizing and generalizing those patterns, Brick Pyramid problems hold great potential for engaging students in "algebraizing" (Freudenthal 1991). Brick pyramids, like other such "low threshold, high ceiling" tasks, make it possible to engage all students in framing, solving, and discussing the same problem. In the hands of a teacher who can manage the expected diversity of approaches and support the sharing and exchange of ideas, such an arrangement can maximize opportunities for students to learn, not only from their teacher, but also from each other. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01