Neurons and the Process Standards

Autor/inn/en	Zambo, Ron; Zambo, Debby
Titel	Neurons and the Process Standards
Quelle	In: Teaching Children Mathematics, 18 (2011) 4, S.244-250 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Constructivism (Learning); Socialization; Teacher Effectiveness; Problem Solving; Memory; Mathematical Concepts; Mathematics Teachers; Mathematics Instruction; Teaching Methods; Algebra; Elementary School Mathematics; Grade 3; Classroom Environment; Science Education; Neurology; Educational Strategies; Brain; Neurological Organization + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Problemlösen; Gedächtnis; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementare Mathematik; Schulmathematik; School year 03; 3. Schuljahr; Schuljahr 03; Klassenklima; Unterrichtsklima; Naturwissenschaftliche Bildung; Neurologie; Lehrstrategie; Gehirn
Abstract	The classic Chickens and Pigs problem is considered to be an algebraic problem with two equations and two unknowns. In this article, the authors describe how third-grade teacher Maria is using it to develop a problem-based lesson because she is looking to her students' future needs. As Maria plans, she considers how a series of problems with the same mathematical structure can be used to help her students develop their problem-solving skills and strengthen their understanding of operations. Maria's goal is to help her students develop the processes of mathematics (problem solving, reasoning, communication, connections, and representation). In light of this goal, she considers the strategies, tools, and scaffolding her students will need to move their thinking ahead. Effective teachers of mathematics focus their instruction on "Principles and Standards for School Mathematics." The Standards are based on theories of cognition (how children process, learn, and retain information), constructivist theories (how children's mathematical understanding is built and develops over time), theories of language (how discourse supports learning), and social learning theories (how social and cultural contexts influence what and how children learn). Maria values the Standards and strives to make the mathematics applicable, interesting, and achievable for each child. However, in addition to the Standards and the cognitive, social, and emotional bases of learning, Maria also considers the biological basis of learning revealed in findings from neuroscience. Maria's classroom is student-centered, and her lessons encourage her students to construct their own understanding because she knows that this type of learning changes brains. Memory for mathematical concepts and procedures comes not from just moving through the motions and recording facts; mathematical memory is about problem solving, reasoning, communicating, connecting, and representing numbers. When lessons put multiple concepts together, children develop webs of connections that allow them to navigate mathematics more efficiently over time. Ideas that are associated evoke memories and become keepsakes of mathematical understanding. (Contains 2 figures.) (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