Stimulating Mathematical Reasoning with Simple Open-Ended Tasks

Autor/in	West, John
Titel	Stimulating Mathematical Reasoning with Simple Open-Ended Tasks
Quelle	In: Australian Primary Mathematics Classroom, 23 (2018) 1, S.37-40 (4 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Mathematics Instruction; Mathematical Logic; Problem Solving; Fractions; Mathematical Concepts; Geometry; Geometric Concepts; Plane Geometry; Models; Foreign Countries; Elementary School Students; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Problemlösen; Bruchrechnung; Geometrie; Elementare Geometrie; Planimetrie; Analogiemodell; Ausland; Australien
Abstract	The importance of mathematical reasoning is unquestioned and providing opportunities for students to become involved in mathematical reasoning is paramount. The open-ended tasks presented incorporate mathematical content explored through the contexts of problem solving and reasoning. This article presents a number of simple tasks that may be suitable for stimulating students' mathematical reasoning. While each task is presented as a possible context in which mathematical reasoning can be applied, solutions may also be obtained by non-mathematical means. This allows all students to be engaged, although the teacher may wish to guide discussion towards the salient mathematical aspect(s) of the task. The open-ended nature of the tasks also allows various levels of mathematical reasoning to be applied. (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