A Pathway for Mathematical Practices

Autor/inn/en	Wenrick, Melanie; Behrend, Jean L.; Mohs, Laura C.
Titel	A Pathway for Mathematical Practices
Quelle	In: Teaching Children Mathematics, 19 (2013) 6, S.354-362 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	State Standards; Elementary School Mathematics; Elementary Education; Problem Solving; Mathematics Education; Mathematics Teachers; Thinking Skills; Mathematics Instruction; Mathematics Achievement + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Elementarunterricht; Problemlösen; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Denkfähigkeit; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	How can teachers engage students in learning essential mathematics? The National Council of Teachers of Mathematics recommends using "contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations" (NCTM 2006, p. 11). Understanding the Process Standards (NCTM 2000) enables teachers to effectively implement the Standards for Mathematical Practice in the newly adopted Common Core State Standards for Mathematics (CCSSI 2010). A vignette from a primary grade classroom--at a school classified as 100 percent socioeconomically disadvantaged and with about 40 percent English language learners--furnishes a context for examining the NCTM Process Standards and illuminates the pathway for implementing the new Common Core State Standards for Mathematical Practice at the elementary school level. In this article, the authors specifically focus on how the teacher integrates problem solving, communication, and reasoning and proof. (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