Connecting Representations: Using Predict, Check, Explain

Autor/inn/en	Roy, George J.; Fueyo, Vivian; Vahey, Philip; Knudsen, Jennifer; Rafanan, Ken; Lara-Meloy, Teresa
Titel	Connecting Representations: Using Predict, Check, Explain
Quelle	In: Mathematics Teaching in the Middle School, 21 (2016) 8, S.492-496 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics; Mathematics Instruction; Mathematics Achievement; Teaching Methods; Technology Uses in Education; Grade 7; Prediction; Learner Engagement; Mathematical Logic; Mathematical Formulas; Mathematical Concepts; Mathematics Teachers + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 07; 7. Schuljahr; Schuljahr 07; Vorhersage; Mathematical logics; Mathematische Logik; Mathematische Formel; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Although educators agree that making connections with the real world, as advocated by "Principles to Actions: Ensuring Mathematical Success for All" (NCTM 2014), is important, making such connections while addressing important mathematics is elusive. The authors have found that math content coupled with the instructional strategy of "predict, check, explain" can bridge such real-world contexts. In so doing, this procedure supports the research-informed teaching practices of using evidence of student thinking and aiding meaningful mathematical discussion. In contrast to the common symbols-first approach, in which students manipulate symbols and memorize the mathematics, we have found that allowing students to investigate motion phenomena through the use of technology-based representations can foster students' deep understanding of mathematics. As an example, the authors describe a high-cognitive-demand task that connects a real-world context with mathematics while supporting seventh-grade students' understanding of rate and proportionality. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teaching-in-the-middle-school/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01