Curiosity & Connections

Autor/in	Lim, Kien H.
Titel	Curiosity & Connections
Quelle	In: Mathematics Teacher, 108 (2014) 4, S.288-295 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Leitfaden; Unterricht; Lehrer; Learner Engagement; Mathematics Instruction; Secondary School Mathematics; Mathematical Concepts; Problem Solving; Personality Traits; Learning Strategies + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Problemlösen; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Retaining mathematical knowledge is difficult for many students, especially for those who learn facts and procedures without understanding the meanings underlying the symbols and operations. Repeated practice may be necessary for developing skills but is unlikely to make conceptual ideas stick. An idea is more likely to stick if students are mathematically engaged while learning it. NCTM's Process Standards--relating to solving problems, making connections, using representations, reasoning, and communicating--are goals for fostering mathematical thinking and learning. This article presents strategies that complement the cognitive dimension of teaching and learning by capitalizing on students' innate capacity for curiosity. (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