Literaturnachweis - Detailanzeige
| Autor/in | Manousaridis, Tracy |
|---|---|
| Titel | Promoting Inquisitiveness |
| Quelle | In: Mathematics Teacher: Learning and Teaching PK-12, 114 (2021) 5, S.369-377 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0025-5769 |
| Schlagwörter | Mathematics Instruction; Grade 3; Elementary School Mathematics; Inquiry; Inclusion; Teacher Collaboration; Subtraction; Numbers; Regular and Special Education Relationship; English Language Learners; Mathematical Concepts; Concept Formation; Discovery Learning |
| Abstract | Students thrive when presented with tasks that are approachable, challenging, and interesting. Remembering to challenge all students is essential, not just those who excel in mathematics; teachers need to open the door to meaningful mathematics for every learner. In this exploration into subtraction patterns, teachers will see how curious young minds can guide discovery and make traditional mathematics concepts lively and exciting. Teachers will also see how taking cues from their students' sense of wonder allows teachers to address vital content and practice standards in their teaching. This example of how a sense of intrigue can lead to a richer teaching opportunity came from third-grade classrooms in a district where teachers promote inclusive teaching for both special education students and English language learners. The lessons were a collaboration between the district mathematics specialist and classroom teachers. The goal was to reinforce subtraction strategies while discovering unique patterns in a common operation. The students enjoy playing with numbers and discovering new and interesting ways numbers work together and the many patterns that emerge. (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: https://pubs.nctm.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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