Calculator Programming Engages Visual and Kinesthetic Learners

Autor/in	Tabor, Catherine
Titel	Calculator Programming Engages Visual and Kinesthetic Learners
Quelle	In: Mathematics Teacher, 107 (2014) 8, S.624-629 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; Calculators; Teaching Methods; Learning Modalities; Kinesthetic Perception; Visual Perception; Learning Activities; Concept Formation; Mathematical Concepts; Algebra; Secondary School Mathematics; Autism; Pervasive Developmental Disorders; Attention Deficit Hyperactivity Disorder; Special Needs Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Calculator; Rechner; Rechenmaschine; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Kinaesthetic perception; Ästhetische Wahrnehmung; Visuelle Wahrnehmung; Lernaktivität; Concept learning; Begriffsbildung; Autismus; Sonderpädagogischer Förderbedarf
Abstract	Inclusion and differentiation--hallmarks of the current educational system--require a paradigm shift in the way that educators run their classrooms. This article enumerates the need for techno-kinesthetic, visually based activities and offers an example of a calculator-based programming activity that addresses that need. After discussing the use of the activity in her classroom, Catherine Tabor shows that it has been successful in assisting reluctant, nontraditional, and at-risk learners in grasping the foundational concept of slope and extending it to linear functions. [The material used in this lesson was developed with gifts from Texas Instruments, Microsoft, and Calculex.] (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