Promoting Precision in a Virtual Environment

Autor/inn/en	Brave, Kathryn Lavin; McMullen, Mary; Martin, Cecile
Titel	Promoting Precision in a Virtual Environment
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 114 (2021) 9, S.696-701 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	COVID-19; Pandemics; Academic Standards; Mathematics Instruction; Mathematics Skills; Elementary School Students; Grade 4; Vocabulary Development; Electronic Learning; Virtual Classrooms; Elementary School Teachers; Mathematics Teachers; Teaching Methods; Number Concepts; Misconceptions; Arithmetic; Addition; Subtraction; Multiplication; Division + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Wortschatzarbeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Number concept; Zahlbegriff; Missverständnis; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Subtraktion; Multiplikation
Abstract	During a time when students are accessing instruction virtually because of COVID-19, reflecting on the sixth of the Standards for Mathematical Practice (SMP 6) is a vital step for educators to take. Although the Common Core State Standards for Mathematics (NGA Center and CCSSO 2010) identifies SMP 6 as Attend to precision, associated expertise includes more than "calculating accurately and efficiently" (p. 7). SMP 6 also states that mathematically proficient students "communicate precisely to others," using "clear definitions in discussion with others and in their own reasoning" (NGA Center and CCSSO 2010, p. 7). Applying exact terminology allows students not only to form and support conjectures but also to engage in mathematical discourse. This, in turn, results in enhanced conceptual understanding because mathematical discourse has been linked to the unveiling of concepts and the debunking of misconceptions (Thompson and Gay 2020). This article describes an eye-opening experience, during which the authors realized that their methods of vocabulary instruction in the virtual environment needed to be revised. Data were collected in the third author's fourth-grade virtual classroom from January through February 2021. The first and third authors were co-teachers, whereas the second author assisted with instructional planning. All students were native English speakers; however, featured practices may also support the cognitive academic language proficiency development of English language learners in a virtual setting. (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: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01