Literaturnachweis - Detailanzeige
Autor/in | Carter, Cynthia J. |
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Titel | Refining Concepts: Half Isn't Always Less |
Quelle | In: Mathematics Teaching in the Middle School, 22 (2017) 9, S.524-532 (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1072-0839 |
Schlagwörter | Middle School Students; Secondary School Mathematics; Multiplication; Fractions; Numbers; Algebra; Mathematical Logic; Teaching Methods; Mathematics Instruction; Mathematical Concepts; Grade 6; Models; Concept Formation; Massachusetts Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Multiplikation; Bruchrechnung; Zahlenraum; Mathematical logics; Mathematische Logik; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; School year 06; 6. Schuljahr; Schuljahr 06; Analogiemodell; Concept learning; Begriffsbildung; Master-Studiengang |
Abstract | The author wants her students to see any new mathematics--fractions, negative numbers, algebra--as logical extensions of what they already know. This article describes two students' efforts to make sense of their conflicting interpretations of 1/2 × -6, both of which were compelling and logical to them. It describes how discussion, constructing and critiquing viable arguments, supported by choosing and using an appropriate mathematical tool (CCSSI 2010) helped them refine their understanding. It also describes a mental image that can inspire or interfere with reasoning and is neither misconception nor lack of knowledge. [This article was written with Ellen Prince and Zachary Schwartz.] (As Provided). |
Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teaching-in-the-middle-school/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |