Lining up Arithmetic Sequences

Autor/in	Bell, Carol J.
Titel	Lining up Arithmetic Sequences
Quelle	In: Mathematics Teaching in the Middle School, 17 (2011) 1, S.34-39 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Preservice Teachers; Methods Courses; Teacher Education Curriculum; Geometric Concepts; Arithmetic; Mathematics Instruction; Pattern Recognition; Visual Stimuli; Mathematical Concepts; Mathematical Logic; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Elementare Geometrie; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Mustererkennung; Mathematical logics; Mathematische Logik; Elementare Mathematik; Schulmathematik
Abstract	Most future teachers are familiar with number patterns that represent an arithmetic sequence, and most are able to determine the general representation of the "n"th number in the pattern. However, when they are given a visual representation instead of the numbers in the pattern, it is not always easy for them to make the connection between the visual and symbolic representation of the pattern. By exploring a variety of number patterns in a visual context, students gain a deeper understanding of arithmetic sequences by learning how to relate the illustration to the general symbolic representation of these patterns. Providing opportunities for students that promote problem solving, reasoning, communication, connections, and designing and analyzing representations is a theme that is present throughout the "Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics" (NCTM 2006). However, being able to bring together these ideas into one lesson can be challenging. In this article, the author describes one activity that combined these ideas. The activity was completed with preservice elementary school and middle school teachers in a methods course. The purpose of the activity was to help preservice teachers understand how the symbolic form of an arithmetic sequence can be formed from its geometric representation. (Contains 5 figures and 1 table.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10