The Locker Problem: An Open and Shut Case

Autor/inn/en	Kimani, Patrick M.; Olanoff, Dana; Masingila, Joanna O.
Titel	The Locker Problem: An Open and Shut Case
Quelle	In: Mathematics Teaching in the Middle School, 22 (2016) 3, S.144-151 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Problem Solving; Mathematics Instruction; Mathematics Activities; Task Analysis; Number Concepts; Thinking Skills; Questioning Techniques; Teaching Methods; Educational Practices; Middle School Students + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics lessons; Mathematikunterricht; Aufgabenanalyse; Number concept; Zahlbegriff; Denkfähigkeit; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This article discusses how teaching via problem solving helps enact the Mathematics Teaching Practices and supports students' learning and development of the Standards for Mathematical Practice. This approach involves selecting and implementing mathematical tasks that serve as vehicles for meeting the learning goals for the lesson. For the lesson discussed in this article, the learning goals are developing students' understanding of number theory concepts (factors; multiples; greatest common factor, or GCF; and least common multiple, or LCM). The authors seek to continue a yearlong goal of developing students' problem-solving skills. (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: http://www.nctm.org/publications/mathematics-teaching-in-the-middle-school/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01