Promoting Efficient Strategy Use

Autor/inn/en	Townsend, Brian E.; Lannin, John K.; Barker, David D.
Titel	Promoting Efficient Strategy Use
Quelle	In: Mathematics Teaching in the Middle School, 14 (2009) 9, S.542-547 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematical Logic; Problem Solving; Mathematics Instruction; Algebra; Mathematics Skills; Thinking Skills; Competence; Grade 5; Elementary School Mathematics; Generalization; Middle School Students; Secondary School Mathematics; Manipulative Materials; Teaching Methods; Cooperative Learning + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Problemlösen; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Kompetenz; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hilfsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen
Abstract	The NCTM calls for the use of rich tasks that encourage students to apply their own reasoning to problem situations. When students work through algebraic generalization tasks, their reasoning often elicits a variety of strategies (Lannin 2003; Stacey 1989; Swafford and Langrall 2000). Challenges for teachers include facilitating student awareness of the strengths and limitations of various strategies in different contexts and encouraging the use of more sophisticated strategies. In this article, the authors discuss various factors that appear to impact the strategies that students use when working on algebraic tasks. They begin by introducing the recursive, proportional reasoning, and explicit strategies and provide examples of how particular factors can encourage students to develop strategic competence (National Research Council 2001). To illustrate each of these factors, the authors drew from their work with eight fifth-grade students enrolled in regular mathematics courses who agreed to work on a series of generalization tasks over a four-month period. The work of two students, Dallas and Lloyd, is provided to exemplify each influencing factor. (Contains 4 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