Literaturnachweis - Detailanzeige
| Autor/in | Peterson, Blake |
|---|---|
| Titel | Area of a Changing Triangle: Piecing It Together |
| Quelle | In: Mathematics Teacher: Learning and Teaching PK-12, 115 (2022) 3, S.211-219 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0025-5769 |
| DOI | 10.5951/MTLT.2021.0109 |
| Schlagwörter | High School Students; Mathematics Instruction; Geometry; Common Core State Standards; Lesson Plans; Problem Solving; Cooperative Learning; Discussion (Teaching Technique); Scaffolding (Teaching Technique); Integrated Curriculum; Thinking Skills; Foreign Countries; Japan |
| Abstract | A Common Core expectation of high school mathematics students is to analyze functions using different representations. One type of function to be analyzed is piecewise-defined functions. The author has found most approaches to the study of piecewise functions to be abstract, disconnected from any context, and difficult for students to understand. This was until he saw a problem in a Japanese lesson that examined the covariation of the dimensions of a triangle and the area of the triangle and also gave rise to a piecewise function. This geometric context provided a representation that made it easier to analyze this piecewise behavior. What was even more interesting about the piecewise function that emerged from this problem was that not all of the pieces were linear. That problem and how the lesson around it plays out is the focus of this article. Interestingly, the lesson itself brings together several iterations of group work and whole-class discussion as a way to scaffold student learning. To design a lesson around this task, the author worked with some colleagues to enact the task in high school classrooms where an integrated curriculum was being used. From these early enactments, the author and colleagues saw examples of the types of student thinking that emerged and the challenges that students faced in understanding and solving the task. Using what was learned from those enactments, adjustments were made, and the author implemented the task again in a similar class. This article describes this most recent implementation as well as some common student thinking that was observed. (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 |
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