Using a Framework for Three Levels of Sense Making in a Mathematics Classroom

Autor/inn/en	Moss, Diana L.; Lamberg, Teruni
Titel	Using a Framework for Three Levels of Sense Making in a Mathematics Classroom
Quelle	In: Australian Mathematics Teacher, 72 (2016) 2, S.25-31 (7 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0045-0685
Schlagwörter	Mathematics Instruction; Algebra; Discussion (Teaching Technique); Associative Learning; Mathematics Activities; Critical Thinking; Problem Solving; Scaffolding (Teaching Technique); Foreign Countries; Elementary Secondary Education; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Kritisches Denken; Problemlösen; Ausland; Australien
Abstract	This discussion-based lesson is designed to support Year 6 students in their initial understanding of using letters to represent numbers, expressions, and equations in algebra. The three level framework is designed for: (1) making thinking explicit, (2) exploring each other's solutions, and (3) developing new mathematical insights. In each level of the discussion, students are connecting prior knowledge to new knowledge and making new mathematical connections. The results from the whole class discussion is to develop "big mathematical ideas" that students can transfer to other problems and situations. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01