Let the Water Flow!

Autor/inn/en	Angotti, Robin L.; Mudzimiri, Rejoice
Titel	Let the Water Flow!
Quelle	In: Mathematics Teacher, 112 (2018) 2, S.92-98 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Leitfaden; Unterricht; Lehrer; Mathematics Instruction; Mathematical Models; Relevance (Education); Problem Solving; Equations (Mathematics); Concept Formation; Mathematical Concepts; Persistence; Difficulty Level; Water; Measurement + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Relevance; Relevanz; Problemlösen; Equations; Mathematics; Gleichungslehre; Concept learning; Begriffsbildung; Ausdauer; Schwierigkeitsgrad; Wasser; Messverfahren
Abstract	Mathematical modeling, a key strand in mathematics, engages students in rich, authentic, exciting, and culturally relevant problems and connects abstract mathematics to the surrounding world. In this, article, the authors describe a modeling activity that can be used when teaching linear equations. Modeling problems, in general, are typically high cognitive-demand activities that, by their very nature, promote productive struggle. Productive struggle is the idea that learning requires effort, tenacity, and problem solving. Fostering this struggle leads to deep conceptual understanding. Teachers can foster this struggle by requiring students to solve problems that are slightly beyond their current abilities. The task presented in this article requires students to engage and grapple with accurately collecting their own data and then effectively modeling that data using a linear function. (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-teacher/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01