Making Sense of Extraneous Solutions

Autor/in	Zelkowski, Jeremy S.
Titel	Making Sense of Extraneous Solutions
Quelle	In: Mathematics Teacher, 106 (2013) 6, S.452-458 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; Educational Technology; Mathematical Concepts; Teaching Methods; Problem Solving; Mathematics Skills; Equations (Mathematics); Algebra; Secondary School Mathematics; High Schools; Pedagogical Content Knowledge; Technology Uses in Education; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Equations; Mathematics; Gleichungslehre; High school; Oberschule; Pädagogische Kompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Principles and Standards for School Mathematics (NCTM 2000) states, "Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning." The focus on reasoning and sense making with technology in the lesson presented in this article will enable students to do more than just carry out procedures; they will be able to understand the procedures and know how the procedures might be used in different situations while interpreting the results (NCTM 2009). The lesson includes three key elements of reasoning and sense making with functions: (1) using multiple representations of functions as a means of demonstrating mathematical flexibility in problem solving; (2) modeling by using families of functions; and (3) analyzing the effects of parameters (NCTM 2010). According to the Programme for International Student Assessment (PISA 2007), American students lag behind international students in their ability to analyze, reason, communicate, solve, and interpret a variety of mathematical problems. This lesson allows teachers to use a pedagogical approach to teaching mathematics through problem solving (see Schoen 2003) and also address these PISA areas of concern. (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