Launching a Mathematical Modeling Lesson

Autor/inn/en	Brand, Sarah; Jung, Hyunyi; Dorlack, Ashley; Gailliot, Samuel
Titel	Launching a Mathematical Modeling Lesson
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 114 (2021) 4, S.298-305 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Mathematical Models; Grade 6; Grade 7; Grade 8; Summer Programs; Discussion (Teaching Technique); Persuasive Discourse; Teaching Methods; Vocabulary; Mathematical Logic; Thinking Skills + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Sommerkurs; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatz; Mathematical logics; Mathematische Logik; Denkfähigkeit
Abstract	Most children, when presented with the option between two drink items, will choose the one with "more." But what exactly do children consider when they recognize one object as having more than another? Is it the perceived surface area or volume of an object? Depending on children's cognitive development, the aspect of measurement on which they focus can differ. In an effort to encourage students to consider how mathematical ideas can be used to explore the measurement of "more" in a real-world situation, the authors presented them with a mathematical modeling task entitled You Pour, I Choose (Meyer n.d.). Twenty-one students in grades 6-8 from five schools engaged in this task at a two-week summer camp led by the second author and a teacher. They watched a video of soda being poured into two different sizes of glasses and were asked to determine which glass contained more soda. Because students began to discuss this task as a class prior to solving in groups, recognized that the discussion strategies used by the teacher were facilitating productive mathematical discourse. Specifically, students were sharing ideas, extending their thinking, clarifying their understandings, and cultivating credible argumentation (Smith, Steele, and Raith 2017), all of which support students' development of mathematical models. This article aims to describe a teacher's discussion strategies that promoted productive mathematical discourse during this mathematical modeling activity. Although authentic mathematical modeling lessons allow for the ubiquitous usage of these strategies, the authors chose to limit their strategies to the launch of the lesson to best showcase productive mathematical discourse. (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