Maximizing Area and Perimeter Problems

Autor/inn/en	Eskelson, Samuel L.; Townsend, Brian E.; Hughes, Elizabeth K.
Titel	Maximizing Area and Perimeter Problems
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 114 (2021) 1, S.41-46 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Geometric Concepts; Mathematics Instruction; Elementary School Mathematics; Middle School Mathematics; Authentic Learning; Computer Uses in Education; Geometry; Mathematical Models; Logical Thinking + Suchen Sie Ihr Suchwort? Elementare Geometrie; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Computernutzung; Geometrie; Mathematical model; Mathematisches Modell
Abstract	In this article, the authors describe their experiences with planning, implementing, and revising a lesson for which the goal is for students to consider the mathematical and pragmatic issues that are related to a task of maximizing the area for a fixed perimeter. The authors also wanted students to engage in the Standards for Mathematical Practice (e.g., SMP 3: Construct viable arguments and critique the reasoning of others, SMP 4: Model with mathematics) found in the Common Core State Standards for Mathematics (CCSSM) (NGA Center and CCSSO 2010). Although this particular lesson was intended for preservice elementary school teachers, the experiences described are relevant for middle school teachers to consider the particular mathematics shared or the collaborative planning and revising process that was employed. Maximizing the area for a fixed perimeter while considering the mathematical and pragmatic issues related to its context fits naturally in the middle school curriculum (e.g., CCSSM Content Standard 7G.B6: Solve real-world and mathematical problems involving area). (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: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01