A Little Area Challenge: A Sod Story

Autor/inn/en	Myers, Perla L.; Pelak, Colleen N.
Titel	A Little Area Challenge: A Sod Story
Quelle	In: Teaching Children Mathematics, 18 (2012) 9, S.550-557 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Professional Development; Problem Solving; Misconceptions; Middle School Teachers; Elementary School Teachers; Mathematical Concepts; Mathematics Instruction; Workshops; Mathematics Skills; Error Patterns; Measurement + Suchen Sie Ihr Suchwort? Problemlösen; Missverständnis; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Mathematics lessons; Mathematikunterricht; Lernwerkstatt; Schulung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Fehlertyp; Messverfahren
Abstract	As partners in a professional development project, the authors jumped at the opportunity to use a real-life problem to engage elementary and middle school teachers in a one-day exploration of the concept of area. "Length times width"--a common response to the question, "What is area?"--is a rote formulaic expression that applies only to certain shapes. The authors thought that an irregularly shaped lawn would encourage prospective teachers to consider their definition of area. Their professional development workshop was designed to help teachers excavate the concept of area, uncover misconceptions, and cultivate understanding. Seeing pictures of the missing sod intrigued the teachers. The authors challenged them to work as "contractors," in groups, to accurately estimate the area of this irregular yard. They encouraged them to use a diagram of the irregularly shaped property, materials of their choice (graph paper, rulers, string, transparencies, etc.), and more than one strategy to solve the problem. Facilitators questioned the teachers about the reasonableness and accuracy of their answers and the motivation, justification, and efficiency of their methods. Subsequently, the teachers came together to share solutions and build connections among the multiple strategies. (Contains 5 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