Division without Duress Yields High Levels of Success

Autor/inn/en	Isaacson, Kristi J.; Betz-Cahill, Christina
Titel	Division without Duress Yields High Levels of Success
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 116 (2023) 5, S.341-348 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Division; Mathematics Instruction; Teaching Methods; Grade 4; Elementary School Students; Standards; Learning Experience; Influence of Technology; Self Concept; Mathematics Skills; Thinking Skills; Validity; Mathematical Logic; Student Attitudes; Personal Autonomy + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; Standard; Lernerfahrung; Selbstkonzept; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Gültigkeit; Mathematical logics; Mathematische Logik; Schülerverhalten; Individuelle Autonomie
Abstract	Explore the impact technology has on mathematical identity and agency when students use mathematical action technology to engage in cycles of proof and support case-based reasoning. This article showcases a mathematics task used in a fourth-grade class that allowed students to develop their conceptual understanding of division. The authors designed this mathematical challenge to address the content standard and create a learning experience during which all students meet the following objectives: (a) make conjectures about relationships among the divisor, dividend, and quotient; and (b) explain and justify their conjectures. (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: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01