Literaturnachweis - Detailanzeige
| Autor/inn/en | FitzPatrick, Daniel L.; Dominguez, Victoria S. |
|---|---|
| Titel | Fostering Persistence: 3D Printing and the Unforeseen Impact on Equity |
| Quelle | In: Mathematics Teacher, 111 (2017) 3, S.182-188 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0025-5769 |
| Schlagwörter | Problem Solving; Mathematics Instruction; STEM Education; Preservice Teacher Education; Preservice Teachers; Program Implementation; Teacher Attitudes; Student Attitudes; Printing; Teacher Developed Materials; Teacher Collaboration; Texas (Austin) |
| Abstract | Teaching persistence and problem solving must begin with selecting a problem that can be solved mathematically, that allows for multiple methods of solving, and that generally captures the attention and curiosity of the student (Marcus and Fey 2003; NCTM 1991; Van de Walle 2003). This article shows how a STEM three-dimensional (3D) printing challenge invited a traditionally underrepresented student to persist and problem solve across disciplines. (ERIC). |
| 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-teacher/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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